Building a Sound Foundation: Validity and Reliability Studies of Organizational Prestige Scale

This study develops and psychometrically validates a teacher-focused Organizational Prestige Scale—OPS. An initial 23-item pool, generated through literature synthesis and expert review, was administered to two independent samples of teachers, with 366 participants informing exploratory factor analysis and 199 participants informing confirmatory factor analysis. Sampling adequacy was excellent, with KMO=.952 and a significant Bartlett test. Although three components displayed eigenvalues greater than one, scree and parallel analyses supported a unidimensional structure. Iterative purification yielded an eleven-item form explaining 63.77% of the variance. Corrected item–total correlations ranged from .55 to .87, and factor loadings from .65 to .87, evidencing substantial internal homogeneity. The confirmatory model showed an acceptable to excellent fit: χ²/df=2.35, RMSEA=.08, GFI=.91, AGFI=.87, CFI=.96, NFI=.96, NNFI=.97, IFI=.98, RMR=.04, SRMR=.05. Reliability evidence was strong, with Cronbach’s alpha=.95 and split-half Spearman–Brown=.93. Collectively, the findings indicate that the OPS is a concise, context-appropriate, and psychometrically sound instrument for assessing teachers’ perceptions of organizational prestige. The scale can support exploratory and predictive work on identification, affective commitment, and retention, and can guide institutional diagnostics and leadership decision-making within non-Western public education settings. Future research should examine longitudinal stability, test measurement invariance across subgroups such as tenure, school type, and region, and investigate boundary conditions that link perceived prestige to attitudinal and behavioral outcomes.