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In particular, we specify how many scales were contained within the SCCOC. In the final section, we present a summary of the findings.
At the development stage of the SCCOC, participants had the option to record a "don't know" response.
An exploratory factor analysis was performed to examine the domains underlying the SCCOC. A unique feature of this study was that it explored how professional school counselors and other school leaders might view the overall competence of school environments, where typically school leaders are only asked to assess their own individual cultural competence.
SCCOC items also clustered into factors related to Policy (e.g., school vision/mission states a commitment to diversity and global citizenry) or Practice (e.g., school events and celebrations reflect and include various cultural groups).
Many of these indicators reflect items also included on the SCCOC checklist and, therefore, appear to support generally the developing definitions of organizational cultural competence.
However, the fact that both scales yielded very high score reliability estimates suggests that the participants, in general, responded appropriately to the SCCOC. Nevertheless, more psychometric data should be collected on this instrument.
School leaders might use the SCCOC to conduct culture audits to develop school improvement plans and comprehensive guidance programs.
As part of the overall culture audit, which might include surveys, focus group interviews, and analysis of preexisting data, individual audit team members can complete the SCCOC by providing a perceived rating for each item and noting or attaching evidence or documentation to support their ratings.
The SCCOC as a diagnostic tool is designed to focus on areas for needed improvement to guide planning.
Implications for further research include the importance of utilizing the SCCOC in a variety of school counseling programs as a data collection and program planning tool.
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- SCCP Connectionless Control
- SCCP Management
- SCCP User Adaptation Layer