This study explored the dimensionality and measurement invariance of a multidimensional measure for evaluating teachers’ perceptions of the quality of their relationships with principals at the dyadic level. Participants were 630 teachers (85.9% female) from 220 primary and 204 secondary schools across the Netherlands. Teachers completed the 10-item Principal–Teacher Relationship Scale (PTRS) for their principals. Confirmatory factor analyses (CFA) provided evidence for a two-factor model, including a relational Closeness and Conflict dimension. Additionally, multigroup CFA results indicated strong invariance of the PTRS across school type, teacher gender, and teaching experience. Last, secondary school teachers and highly experienced teachers reported lower levels of Closeness and higher levels of Conflict in the relationship with their principal compared to primary school teachers and colleagues with less experience. Accordingly, the PTRS can be considered a valid and reliable measure that adds to the methodological repertoire of educational leadership research by focusing on both positive and negative aspects of dyadic principal–teacher relationships.
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Student success is a critically important concept in educational assessment and research, yet a comprehensive synthesis of its defining elements remains absent. To address this gap, a scoping review was conducted, identifying 274 peer-reviewed studies published between 2011 and 2022. From these studies, data pertaining to conceptualizations of student success and related factors were extracted and analyzed using inductive coding to uncover key themes and recurring patterns. The review culminated in a comprehensive definition of student success, encompassing five core dimensions: persistence and academic progress, academic performance, attainment of learning objectives, satisfaction, and career success. Additionally, four distinct categories of factors related to student success were identified, including background and pre-college experiences, psychosocial capital, educational experiences, and institutional factors. These findings provide grounds for moving beyond traditional narrow interpretations of student success by acknowledging its multidimensional nature. This understanding of student success’ multidimensionality is essential to equip educational institutions in better preparing students to navigate the complexities of contemporary societal challenges, leading to the development of more well-rounded and successful graduates.
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Background: Over the years, a plethora of frailty assessment tools has been developed. These instruments can be basically grouped into two types of conceptualizations – unidimensional, based on the physical–biological dimension – and multidimensional, based on the connections among the physical, psychological, and social domains. At present, studies on the comparison between uni- and multidimensional frailty measures are limited. Objective: The aims of this paper were: 1) to compare the prevalence of frailty obtained using a uni- and a multidimensional measure; 2) to analyze differences in the functional status among individuals captured as frail or robust by the two measures; and 3) to investigate relations between the two frailty measures and disability.
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