Assessing Reliability and Validity of the Team Learning Questionnaire of Bresó et al.' (2008) for Administration in the Context of Secondary Schools of Iran

The objective of this study was to evaluate reliability and validity of Team Learning Questionnaire (Bersou et al., 2008). This research was a correlational study. The research population consisted of secondary school teachers in Kurdistan province, Iran, from whom a sample of 346 teachers was drawn using proportional stratified random sampling method and based on Cochran sample size formula. Concerning the instrument for data collection, the Team Learning Questionnaire by Bersou et al. (2008) distributed among the participants. The reliability of the questionnaire was then assessed by using Cronbach's alpha and the validity of the questionnaire was evaluated by computing the content validity ratio and running a second-order confirmatory factor analysis using SPSS25 and LISREL10.30. Based on the results, the questionnaire had a reliability coefficient of 0.86, and the content validity ratio of the questionnaire was revealed to be 0.80 and the fit indices indicated a good model fit. The results of the second-order confirmatory factor analysis showed that twenty items in relation to the four dimensions of continuous improvement seeking, dialogue promotion and open communication, collaborative learning, and strategic and proactive leadership, which can promote team development, could explain 55% of the variance of team learning scores. The result of this study can help Iranian researchers use a validated research instrument for assessing team learning in education organizations.