Validación de un cuestionario sobre la percepción del profesorado del manejo de situaciones de emergencias en el ámbito escolar

Abstract

Objective: to develop an instrument to evaluate the view of teaching staff on their ability to handle and control emergency situations in non-university school surroundings, and to determine the validity of the instrument’s construct and its internal consistency. Method: a validation study conducted on an instrument developed over the 2009/10 academic year at non-university schools in the province of Las Palmas, with 432 participating teachers. In order to determine its factorial structure and validity of the questionnaire’s construct, exploratory and confirmatory factorial analyses were carried out. Internal consistency was tested with the Cronbach Alpha. Results: based on an exploratory factorial analysis, two possible structural solutions were established, of four and five factors. According to the confirmatory factorial analysis, both models were accordingly adjusted, with a slightly smaller adjustment in favour of the four factor model. The Cronbach Alpha coefficients obtained were F1= 0.922; F2= 0.904; F3= 0.860; and F4= 0.815. The total explained variance, according to the main component analysis, was 65.59%. Conclusions: without prejudice to the need for a discriminating and convergent validation and an examination of test-retest reliability, the questionnaire completed to evaluate the teaching staff’s capacity to handle and control emergency situations in school surroundings is adequately justified in psychometric terms. Consequently, it is a valid and reliable tool that is able to provide comprehensive formative solutions adapted to teachers’ needs.