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Development of the Professional School Social Work Survey: A Valid and Reliable Tool for Assessment and Planning.

机译：开展专业学校社会工作调查：一种有效且可靠的评估和计划工具。

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摘要

School social workers are currently in a unique position to support and lead schools through the change process initiated by districts' adoption of a Response to Intervention model. This dissertation describes an exploratory study to develop and pilot-test a self-administered survey for use by school social workers for the purpose of assessing the effectiveness of school social work practice. The survey was developed using DeVellis' 8-step process for survey design. The survey consisted of four subscales theorized to measure school social worker effectiveness as determined by a review of current literature in the field: Response to Intervention, Evidence-Based Practice, School Climate, and Roles and Leadership. The survey was pilot tested with 105 school social workers in Hillsborough County, Florida. Reliability and validity of the instrument was assessed through SPSS using Cronbach's alpha and exploratory factor analysis. Once adjusted for negatively-worded items and dropping items that failed to load, four factors emerged explaining almost 44% of total variance. Cronbach's alpha analysis of the final scale length of 27 items resulted in values of .815 for the Evidence-Based Practice subscale, .792 for the Response to Intervention subscale, .676 for the School Climate subscale, and .726 for the Roles and Leadership subscale. These values indicate that the final instrument has good internal consistency reliability. An additional item was rewritten for clarity and included in the 28-item version of the survey suggested for use in future research.;Analysis of the collected data indicated that the survey demonstrates both validity and reliability, making it a useful tool for school-based social workers; suggestions for further development of the survey and future directions for research are discussed. The Professional School Social Work Survey can serve as a means of both self-assessment and planning for professional development.
机译：当前，学校社会工作者处于独特的位置，可以通过各地区采用“干预响应”模式启动的变革过程来支持和领导学校。本文描述了一项探索性研究，以开发和试行一项自我管理的调查表，供学校社工使用，以评估学校社工实践的有效性。该调查是使用DeVellis的8个步骤进行调查设计而开发的。该调查包括四个子量表，这些子量表根据理论上的测量来衡量学校社工的有效性，该量表是通过对该领域当前文献的回顾确定的：对干预的反应，循证实践，学校氛围以及角色和领导力。该调查在佛罗里达州希尔斯伯勒县的105名学校社会工作者进行了试验测试。使用Cronbach's alpha和探索性因子分析通过SPSS评估仪器的可靠性和有效性。一旦针对措辞不佳的项目和未能加载的掉落项目进行了调整，出现了四个因素，几乎解释了总差异的44％。 Cronbach对27个项目的最终量表长度进行的阿尔法分析得出，循证实践量表为.815，干预反应量表为.792，学校氛围量表为.676，角色和领导力量为.726。分量表。这些值表明最终仪器具有良好的内部一致性可靠性。为了清楚起见，还重写了另一个项目，并建议将其包含在调查的28​​个项目中，以供将来研究使用。;对收集到的数据的分析表明，该调查证明了有效性和可靠性，使其成为基于学校的有用工具社会工作者;讨论了进一步调查的建议以及未来的研究方向。专业学校社会工作调查可以作为自我评估和职业发展计划的一种手段。

著录项

  • 作者

    Randall, Catherine E.;

  • 作者单位

    University of South Florida.;

  • 授予单位 University of South Florida.;
  • 学科 Social work.;Teacher education.;Continuing education.
  • 学位 Ph.D.
  • 年度 2015
  • 页码 107 p.
  • 总页数 107
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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