




































American International Journal of Education and Linguistics Research  

Vol. 2, No. 2; 2019 

ISSN 2641-7987   E-ISSN 2641-7995 

Published by American Center of Science and Education, USA 

 

22 

 

 

Scale Validation: School Based Management Inventory First 

Edition (SBMI-1) 

 
Olaseni Vivian Morenike 

Assistant Lecturer 

Department of Educational Management 

Adekunle Ajasin University 

Akungba Akoko, Ondo State, Nigeria 

E-mail: olomosayev@gmail.com  

Tel: +2348068513127 

 

 

Abstract 

School Based Management Inventories first edition (SBMI-1) was self-developed in 2014 to be a measure of the 

extent of involvement of stake holders in the educational administrations. The inventories  examined factors such as 
power decentralization (for instance, decision that concerns the school administration do involves the community), 

provision of facilities (for instance., community assistance in the provision of basic facilities such as classroom 

buildings, renovations, among others.), monitoring and evaluation of the teaching,  learning activities of the school 

system, recruitment and retrenchment (for instance., On account of necessity, how community recruit new staff to 

the school as ad hoc staff), and financial obligation in form of periodic expenses and income analysis by the 

community committee,  efficient and effective practice of school based management in determining students’ 

academic performance in secondary schools. The measure also helps in monitoring school progress and 

effectiveness.  

 

Keywords:
 

School-based management, school effectiveness, school administration, students’ academic 

performance. 

1. Introduction 

School Based Management (SBM) is the decentralization of educational decision-making authority from the 

Government to the principals, teachers, students, parents and communities in order to ensure a more effective school 

administration and a better accountability of staffs. Ibukun (2013) defined School Based Management as a model of 

school administration that shifts the management of schools from a central base to specific school settings and 

neighborhood for the purpose of efficiency and effectiveness. According to Alimi (2012), School Based 

Management can as well be taking side with Community Based School Management (CBSM). CBSM is an 

organizational approach that expands the local community responsibility and authority for the improvement of 

school performance.  In this Act, Alimi explains that, the Ministry of Education, (MOE), Teaching Service 
Commission (TESCOM), and Principals roles change from directive and control orientated to a role that involves 

creating an empowering environment where principals and teachers can easily try out new approaches and ideal.  It 

is also referred to as School Based Governance, School Self- Management or School Site Management. It fosters 

demand and ensures that schools provide the social and economic benefits that best reflect the priorities and values 

of those local communities (Lewis, 2006; Leithwood and Menzies, 1998). SBM allows schools to be 

 

The inventory is a self-report which takes approximately 15 to 20 minutes to administer. It assesses a person's 

perception of his or her own involvement into the schools administration as well as key others. The test may be 

administered by a by an educational managers, researchers, educationist. All parts of the test can be administered 

manually, oral administration is necessary to persons with reading disability or visual impairment. The test taker is 

required to check from various options provided, range from “strongly agree” to “strongly disagree” in response to 
questions that ask the person how he/she usually feel is in practice.  

The purpose of this study was then to evaluate the following: 

 The internal consistency of the test Instrument. 

 The discriminant validity of the test against Scale. 

 The convergent validity of the inventory with. 



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2. Method 

Fifty (50) participants were used for the study. The participants were gotten from five secondary schools in Ado 

Ekiti. Their ages ranged between 24 and 51 years with Mean age of 34.30 and SD age of 4.072. Thirty-two (32) of 

the participants were female with 64% of the total population; the remaining eighteen (18) of the participants were 

male with 36% of the total population. 

 

3. Procedure 

The SBMI-1 was administered to the participants at different cadre across various departments at the selected 

secondary schools in Ado Ekiti. Convenient sampling procedure was used for sample selection. Purpose of the study 

and how to respond to the items of the questionnaire was explained to participants. Completed questionnaire were 

collected back immediately. 

 

4. Statistical Analysis 

Two statistics were used for the analysis which were correlation statistics (Pearson Product Moment Correlation) 

and Cronbach’s alpha reliability (for test of internal consistency). 

 

5. Result 

SBMI-1 

Table 1 showing the Case Processing 

Summary 

 N % 

Cases Valid 50 100.0 

Excludeda 0 .0 

Total 50 100.0 

 

 

Table 1: The case processing summary above signifies that 50 questionnaires, equivalent of 50 participants were 

analysed to obtain the reliability value and no mortality rate was recorded. 

Table 2 showing Reliability Statistics 

Cronbach's 

Alpha 

Cronbach's 

Alpha Based 

on 

Standardized 

Items 

N of Items 

.946 .928 20 

 

Table 2 above showed a very high reliability coefficient thus indicating a strong internal consistency. (α = .946; SD 

(α) = .928) 

 

Table 3 showing the Item Statistics 

 Mean Std. 

Deviation 

N 

sbm1 3.76 1.836 50 

sbm2 3.76 1.836 50 

sbm3 3.34 1.975 50 

sbm4 3.20 1.979 50 

sbm5 3.20 1.979 50 

sbm6 3.22 1.972 50 

sbm7 3.26 1.988 50 

sbm8 3.24 1.965 50 



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sbm9 3.42 1.819 50 

sbm10 3.36 1.804 50 

sbm11 3.52 1.821 50 

sbm12 3.20 1.784 50 

sbm13 3.38 1.794 50 

sbm14 2.70 1.403 50 

sbm15 4.54 1.014 50 

sbm16 3.82 1.240 50 

sbm17 4.58 .928 50 

sbm18 4.42 1.126 50 

sbm19 4.64 .921 50 

sbm20 4.28 1.161 50 

 

Table 3 showing each item means and standard deviation across sampled participants.  

Table 4 showing the significant of Item-Total Statistics 

 Scale Mean if 

Item Deleted 

Scale 

Variance if 

Item Deleted 

Corrected 

Item-Total 

Correlation 

Squared 

Multiple 

Correlation 

Cronbach's 

Alpha if Item 

Deleted 

sbm1 69.08 479.422 .762 . .941 

sbm2 69.08 479.422 .762 . .941 

sbm3 69.50 465.316 .878 . .939 

sbm4 69.64 460.725 .934 . .938 

sbm5 69.64 460.725 .934 . .938 

sbm6 69.62 461.261 .931 . .938 

sbm7 69.58 462.453 .908 . .938 

sbm8 69.60 466.571 .867 . .939 

sbm9 69.42 469.391 .905 . .939 

sbm10 69.48 473.928 .851 . .940 

sbm11 69.32 472.344 .864 . .939 

sbm12 69.64 477.133 .817 . .940 

sbm13 69.46 468.458 .931 . .938 

sbm14 70.14 505.633 .577 . .944 

sbm15 68.30 539.643 .071 . .949 

sbm16 69.02 573.408 -.521 . .957 

sbm17 68.26 530.074 .306 . .947 

sbm18 68.42 533.269 .182 . .949 

sbm19 68.20 531.551 .274 . .947 

sbm20 68.56 536.864 .108 . .949 

 

Table 4 reveals that none of the items is the questionnaire is significantly weak, each one of the item contributes 

immensely to the reliability of the inventory. 

Table 5 showing the Scale Statistics 

Mean Variance Std. 

Deviation 

N of 

Items 

72.84 544.015 23.324 20 

 



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Table 5 reveals that the norm value to categorise SBM into effective practice and ineffective practice is 74.84, 

indicating that, schools found less than 74.84 practice ineffective SBM, while schools with equal or greater value to 

74.84 practice effective SBM.  

Table 2 Summary Table of Pearson Correlation of SBMI-1 and SAS showing Divergent Correlation 

SMBI-1 = School Based Management Inventories  

SAS   = Self Assertive Scale  

 

 

 

 

 

 

 

Table 2 showed a negative and no relationship between School based management and Self Assertive Scale (r = -

.348, p > .05), thus their concurrent validity was low, invariable showing acceptable divergent validity.  

Table 3 Summary Table of Pearson Correlation of SBMI-1 and PIQ showing Convergent Correlation 

SBMI-1 = School Based Management Inventories  

PIQ   = Parent Involvement Questionnaires   

 

 

 

 

 

 

 

Table 3 showed a strong positive relationship between SBMI - 1 and PIQ (r = .840, p < .01), thus showing an 

acceptable convergent validity.  

6. Discussion 

The aim of the present pilot study was to examine the reliability and validity of the self-developed scale; School 

based management inventories in the Nigeria cultural context. 

The study showed a strong internal consistency of the SBMI – 1. The study also showed a discriminant validity of 

the SBMI – 1 which was established by a negative relationship between the inventory and the Self Assertive Scale. 

This was as expected outcome because participants’ response to self-assertive should not be the same measure as 
school-based management. Furthermore, the study showed a convergent validity of the SMBI -1 which was 

established by a positive correlation with the Parent Involvement Questionnaire. The positive relationship indicates 

that since both measure are measure of similar construct, similar response to the items of the questionnaires are 

expected which was the case in the study as indicated by the results presented above.  

Correlations 

 SBMI SAS 

SBMI Pearson Correlation 1 -.348 

Sig. (2-tailed)  .000 

N 50 50 

SAS Pearson Correlation -.348 1 

Sig. (2-tailed) .000  

N 50 50 

 

Correlations 

 SBMI PIQ 

SBMI Pearson Correlation 1 .840** 

Sig. (2-tailed)  .000 

N 50 50 

PIQ Pearson Correlation .840** 1 

Sig. (2-tailed) .000  

N 50 50 

**. Correlation is significant at the 0.01 level (2-tailed). 



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Finally, SMBI -1 was found to be a valid and reliable scale for use in Nigeria cultural context. It is therefore 

recommended that future researchers should put in effort to further establish the reliability of the scale in terms of 

internal consistency and test-retest of the inventory. 

Conclusion    

Finally, SMBI -1 was found to be a valid and reliable scale for use in Nigeria cultural context. It is therefore 

recommended that future researchers should put in effort to further establish the reliability of the scale in terms of 

internal consistency and test-retest of the inventory. 

 

References 

Alimi, O.S. (2012), Community based school management: A Seminar paper on Effective management of secondary 

schools in Ondo State. Ikare Amure Printing Press. 

Ayeni,A.J. and Ibukun, W.O. 2013. A conceptual model for School Based Management operation and quality 

assurance in Nigerian secondary schools. Retrieved from http://dx.doi.org/10.5539/jel.v2n2p36. 

Leithwood, K. & Menzies T. (1998). Forms and effects of School Based Management: A  
review. Educational Policy, 12 (3), 325-347. 

Lewis, B. (2006). Home influence on school learning: Direct and indirect effect of parental  

involvement on high school grades.    Journal of educational research, 80(5), 330-336. 

Olaseni, V. and Ibukun, W. 2016. School Based Management and Effectiveness of Secondary Schools in Ondo 

State, Nigeria. M.Ed dissertation. Adekunle Ajasin University.  

Ibukun.W.O. (2013). The Role of School Based Management Committees in the  

administration of secondary schools in Nigeria. A Journal of Global Education Services, 2(1). 

Sun, H. 2007. Contextual factors and effective school improvement, School Effectiveness and School Improvement, 

18(1): 93-122. 

Appendix 

                                                         School Based Management and Effectiveness Scale 
Instruction: Choose one of the following options in the items below 

 

Strongly Agree SA 

Agree A 

Disagree D 

Strongly Disagree SD 

  

 

SN ITEMS                                                                                                          SD 1    D 2     A 3      SA 4 

1 Parents participate actively in the administrative decision-making of this 

school. 

 

 

 

 

  

2 The community assists in the provision of basic learning facilities such as class 

rooms, laboratory equippment, library materials, renovations, chalk, e.t.c. 

    

3 Selected members of the community do monitor the teaching and learning 

activities of the school system. 

    

4 Teachers have the capacity and willingness to serve in decision making process 

of the school administration 

    

5 Representatives of the parent body often come around to assess the state or use 

of facilities in the school. 

    

6 Parents show high interest in school academic activities     

7 Representatives of the parent body most times monitor on-going project in the 

school. 

    

8 The school administration involves the community in decision making     

9 On several occasions selected members of the community comes around to 

assess the state or use of facilities made available to the school 

    

10 The community assists in recruiting ad hoc staff for the school     

http://dx.doi.org/10.5539/jel.v2n2p36


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11 Parents are mostly involved in the provision of necessary facilities in the school     

12 The community is jointly involved in the discipline of staff     

13 The community is jointly involved in students’ discipline     

14 Students’ representatives make quality inputs in decision-making in the school.     

17 Periodic income and expenditure analysis is done for appraisal of  the PTA and 

community committee. 

    

18 I see the community committee and parents as watchdog to financial dealings in 

this institution. 

    

19 Parents’ committee do not concern itself with periodic expenses and income of 

the school. 

    

20 The community committee often made funds available for the school 

development. 

    

21*  The community is less concern with the need to recruit ad hoc teacher(s) even 

in the time of urgent need.   

    

22 Teachers are not involved in the school decision process.      

23 I strongly believe authority and power is decentralized as far as this school is 

concern 

    

24 There is periodic feedback from the school management to the community’s 
committee members  

    

 

25* 

Apart from PTA nothing brings external body with the administrative 

functioning of the school 

 

 

 

 

 

 

 

 

26* The community pays no or little attention  to the activities of the school     

27* I believe authority and power is centralized as far as this school is concern     

28 Parents and community’s committee persuade the government to provide some 

needed materials/facilities for the community school utilization.  

    

29* Students’ opinion do not matter in decision-making in the school.     

30* Parents do not show interest in school academic activities      

 

SAS 
Instruction: Below are some statements that are meant to describe how you are. Please use the following likert to 

indicate how much each statement has described you. 

1 very much like me 4 slightly unlike me 

2 rather like me 5 rather unlike me 

3 Slightly like me 6 Very much unlike 

me  

S/N  1 2 3 4 5 6 

1 Most people seems to be more aggressive and assertive than I 

am 

      

2 I have hesitated to make or accept dates because of shyness       

3 When the food served at a restaurant is not done to satisfaction. 

I complain about it to the waiter or waitress 

      

4 I am careful to avoid hurting other people’s feelings, even when 

I feel I have been satisfied 

      

5 If a salesman has gone to considerable trouble to show me 

merchandise that is not quite suitable, I have a difficult time 

saying “NO” 

      

6 When I am asked to do something, I insist upon knowing why       



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7 There are times when I look for a good vigorous argument       

8 I strive to get ahead as well as most people in my position       

9 To be honest, people often take advantage of me       

10 I enjoy starting conversation with new acquaintances and 

strangers 

      

11 I often don’t  know what to say to attractive persons of the 

opposite sex 

      

12 I will hesitate to make phone calls to business establishments 

and institutions 

      

13 I would rather apply for a job or for admission to college by 

writing letters than by going through with personal  in terview 

      

14 I find it embarrassing to return merchandise       

15 If a close and respected relative was annoying me, I would 

smother my feelings rather than express my annoyance. 

      

16 I have avoided asking questions for fear of sounding stupid       

17 During an argument I am sometimes afraid that I will get so 

upset that I will shake over 

      

18 If a friend and respected lecturer makes a statement that I think 

is incorrect, I will have the audience hear my point of view as 

well 

      

19 I avoid arguing over prices with clerks and salespersons       

20 When I have done something important or worthwhile,  I 

manage to let others know about it 

      

21 I am open and frank about my feelings       

22 If someone has been spreading false and bad stories about me, I 

see him or her as soon as possible and “have a talk” about it 

      

23 I often have a hard time saying “No”       

24 I tend to bottle up my emotions rather than make a scene       

25 I complain about poor service in a restaurant and elsewhere       

26 When I am giving a compliment, I sometimes just don’t know 

what to say 

      

27 If a couple near me at a theatre or at a lecture were conversing 

rather loudly, I would ask them to be quiet or to take their 

conversation elsewhere 

      

28 Anyone attempting to push ahead of me in a line is in for a 

good battle 

      

29 I am quick to express an opinion       

30 There are times when I just can’t say anything       

 

 

 

Copyrights  

Copyright for this article is retained by the author(s), with first publication rights granted to the journal. This is an 
open-access article distributed under the terms and conditions of the Creative Commons Attribution license 

(http://creativecommons.org/licenses/by/4.0/). 


