Face Validity Of Situational Judgement Test For Digital Leadership Using Content Validity Ratio

Abstract

The post-COVID-19 situation has accelerated the growth of a different style of leadership, namely digital leadership. An instrument is needed to measure the level of digital leadership among teachers. Therefore, an instrument called the Situational Judgement Test (SJT) was developed in this study to measure the extent of digital leadership among teachers. Accordingly, a newly developed instrument was to be tested for validity, and one type of commonly assessed validity is face validity. To measure face validity, expert consensus is required and there are a few analyses commonly used for this purpose. This study aims to assess the face validity of SJT among digital teachers using an analysis called Content Validity Ratio (CVR) in order to analyse expert consensus. The reason for this is that analysing face validity using CVR is rarely discussed and there is very little and limited empirical evidence regarding the SJT. This study used a survey method based on a quantitative approach. A total of eight panels were involved using purposive sampling, comprising three primary school teachers, three secondary school teachers, and two other experts who hold a doctorate in education. Three scaled questionnaires were used in this study for face validity using CVR: inappropriate, appropriate but needs improvement, and appropriate. The analysis for this study is based on the CVR formula created using Microsoft Excel. Out of 45 items, only nine should be revised in terms of grammar, sentence structure, and word choice to ensure that the items in the SJT can be understood by the respondents of the actual study. The CVR analysis conducted in this study can provide empirical data on the suitability of an item in terms of language and paragraph structure. The CVR results also provide insight into the relevance of an item from a situational perspective and the selection of responses for this teacher's digital leadership SJT. Nevertheless, it is suggested that a future study be conducted with teachers from all types of schools in Malaysia with other types of validation such as the linguistic validation of SJT for digital leadership among teachers. In addition, other types of expert consensus can also be conducted such as the Fuzzy Delphi Method (FDM), Fleiss Kappa, or Cohen’s Kappa to assess the face validity or even linguistic validation of SJT for digital leadership among teachers.