Validation of an Information Literacy Model Based on the Empowerment of School Principals

Abstract

The present study aimed to validate an information literacy model based on the empowerment of school principals. This applied, quantitative, descriptive-correlational, and cross-sectional study was conducted among 197 school principals in Gonabad County working in elementary, lower-secondary, upper-secondary, vocational, and technical schools. Based on the Krejcie and Morgan table, the required sample size was estimated at 127; however, considering possible attrition, 140 principals were selected using proportionate stratified random sampling. Data were collected using a 15-item Information Literacy Questionnaire covering written, technical, and communication literacy and a managerial empowerment questionnaire. Data analysis involved the Kaiser-Meyer-Olkin index, Bartlett’s test of sphericity, exploratory factor analysis, confirmatory factor analysis, and partial least squares structural equation modeling. SPSS and SmartPLS were used for statistical analyses, with the significance level set at 0.05. The KMO value was 0.801, and Bartlett’s test of sphericity was statistically significant (χ²=637.454, df=254, p=0.032), confirming the adequacy of the data for factor analysis. The first six components jointly explained 85.303% of the total variance. Confirmatory factor analysis showed standardized factor loadings ranging from 0.617 to 0.892. Model-fit indices indicated satisfactory fit, including χ²/df=1.60, RMSEA=0.021, NFI=0.933, CFI=0.973, IFI=0.967, GFI=0.974, AGFI=0.901, and TLI=0.931. Moreover, the coefficient of determination for the endogenous construct was R²=0.505, indicating acceptable explanatory power of the proposed model. The findings confirmed that the information literacy model based on school principals’ empowerment possesses satisfactory construct validity, overall model fit, and explanatory power. Information literacy can therefore be considered a multidimensional strategic managerial capability associated with planning, supervision, evaluation, decision-making, and effective use of information in school management. The validated model may serve as a practical framework for assessing principals’ competencies and designing targeted professional development programs.