Content Validity of the Measurement Instrument on Environmental and Physical Facility Management Practices Among Headmasters for the Integrated Special Education Programme Using the Content Validity Index (CVI)

Abstract

This study aimed to evaluate the content validity of a newly developed measurement instrument designed to assess school headmasters’ practices in managing the physical environment and facilities within Integrated Special Education Programmes (PPKI). Recognising the absence of validated tools tailored to the unique context of special education management, this study employed the Content Validity Index (CVI) method to ensure the instrument’s relevance and clarity. A panel of seven experts with backgrounds in educational administration and special education evaluated 23 items distributed across four constructs: needs planning, procurement implementation, maintenance review, and improvement actions. The instrument development was guided by established quality management models and the Malaysian School Principal Competency Standards. Results showed that 19 items achieved acceptable I-CVI values (≥0.83), while four items were removed due to inadequate validity scores. These findings demonstrate the conceptual strength and methodological soundness of the instrument, highlighting its potential as a reliable tool for research, policy formulation, and leadership training in inclusive education. The study also underscores the importance of equipping school leaders with strategic competencies in managing disability-friendly and inclusive educational environments.