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The construct validity of the Attitudes of Professional Autonomy (APA) as a proxy measure of professional orientation was studied. The sample consisted of all teachers in 94 schools in 6 districts in Louisiana, closely representing the statewide distribution of all schools by level and socioeconomic status. Usable data were received from 1,921 teachers (APA responses and a demographic questionnaire). A series of factor analyses was completed, and Cronbach Alpha reliability procedures were used to examine the internal consistency reliability of the factor-analyzed, reconstructed versions of the APA. Findings suggest that the construct of professional attitudinal autonomy, as measured by the APA, is a two-dimensional construct. The realignment of items based on these factor analyses is a better operational definition and a more valid measure of the professional attitudinal autonomy construct than prior item alignments. The reconstructed APA subscales appear to be relatively independent measures, and both the Interpersonal Autonomy and Organizational Autonomy subscales are measures of the more global construct of professional attitudinal autonomy. Findings suggest the need to re-examine and redefine the concept of professional orientation to include current conceptions of professionalism in school organizational contexts. Two tables present study findings. (Contains 46 references.) (SLD)

Conceptions of principal change facilitator style (PCFS) and bureaucratic and professional role orientations (BPROs) are used to explore the construct of teacher receptivity to change (TRC) and the relationships among teacher perceptions of PCFS and their perceptions of receptivity to change. Part I of the study analyzed and refined the instruments. Part II analyzed planned organizational change, TRC, principal leadership, PCFS, and BPROs. A total of 1,921 usable responses to a survey were received during the spring of 1992 from elementary school and secondary school teachers in 81 schools in Louisiana. Data were collected through the Receptivity to Change Inventory, the Attitudes of Professional Autonomy Scale, the Bureaucratic Orientation Scale, and the Change Facilitator Style Questionnaire. Seven kinds of statistical analyses, including factor analyses, reliability analyses, and analysis of variance, were conducted. Results of the study suggest that TRC is not unidimensional, but is at least two-dimensional. The change facilitator style construct is not confirmed as multidimensional, and the Change Facilitator Style Questionnaire is strongly confirmed as a measure of change facilitator style. Results raise questions about the conceptualization of teachers' professional orientations. Overall, findings support PCFS as a potent variable for understanding TRC, although the relationships among the variables are not those found in the literature on change. Three figures illustrate the discussion. (Contains 44 references.) (SLD)

Results of a study designed to explore the construct validity of the Change Facilitator Style Questionnaire (CFSQ) as a measure of the aspect of a principal's leadership style that includes leader behavior and combinations of behavior influenced by such things as belief systems, and knowledge and attitudes about leadership. The sample consisted of all teachers in 94 schools in 6 districts in Louisiana. Usable data were received from 1,921 teachers from elementary schools and secondary schools during the spring of 1992. Factor analyses of the responses fail to confirm the six biploar subscales of the CFSQ or the three dimensions of the principal change facilitator style construct as previously described in the literature. The CFSQ appears to measure reliably a unidimensional construct of change facilitator style termed proactive/strategic leadership. As a unidimensional construct measure, the CFSQ demonstrates reasonable construct validity and high reliability. Implications for understanding planned organizational change in schools are discussed. Three tables present study data. (Contains 65 references.) (SLD)

This paper studied the construct validity of the Receptivity to Change Inventory (RCI) as a measure of teacher receptivity to change. The sample consisted of all teachers in 94 schools in 6 districts in southern Louisiana. Usable data were received from 1,921 teachers from elementary schools and secondary schools during the spring of 1992. The RCI, as adapted for teachers, consists of 50 statements reflecting suggested planned changes in elementary schools. Selected RCI items were content updated to reflect more contemporary, possible changes in schools and all school levels, and additional items were added and piloted. Teachers rated items on a five-point scale. The conceptual framework of the RCI was examined through a factor analysis, which failed to confirm the RCI as a unidimensional measure. Teacher receptivity to change may be better conceptualized as a two-dimensional construct. The content of items loading on each factor reflected distinct categories of change initiatives termed superficial/behavioral change and cultural/normative change. The two-dimensional conception of receptivity to change is compatible with the idea that teachers will tolerate some types of change, but will strongly resist changes that are perceived to alter or threaten established normative patterns and beliefs. The complexity of teacher receptivity may have important implications for change processes. Two tables summarize study findings. (Contains 32 references.) (SLD)