Content validation of instruments for evaluating school principal academic supervision programmes and teachers’ well-being in the implementation of the Cambridge Curriculum

Yulia Helwana (Universitas Negeri Yogyakarta)
Edi Istiyono (Universitas Negeri Yogyakarta)
Yolandaru Septiana (Universitas Negeri Yogyakarta)
Riana Nurhayati (Universitas Negeri Yogyakarta)
Tafakur Tafakur (Universitas Negeri Yogyakarta)
Edy Supriyadi (Universitas Negeri Yogyakarta)
Oscar Ndayizeye (Hebei Foreign Studies University (HFSU))
Asriadi Asriadi (Universitas Negeri Makassar)

Jurnal Kependidikan: Penelitian Inovasi Pembelajaran
Vol. 10 No. 2 (2026)

This study aimed to develop and evaluate instruments to assess principals’ academic supervision programmes and teacher well-being in implementing the Cambridge Curriculum. The study used a research and development (R&D) approach, including indicator formulation, item development, expert validation, and field testing. The academic supervision instrument had 20 items, while the teacher well-being instrument had 24 items. Content validity was assessed by five expert validators using Aiken’s V index. The field trial involved 19 elementary school teachers implementing the Cambridge Curriculum. Data were analysed using Aiken’s V, Corrected Item-Total Correlation, and Cronbach’s Alpha. The findings indicated that all items achieved very high content validity. Empirical validity testing showed that 18 items of the academic supervision instrument and 23 items of the teacher well-being instrument met the validity criteria. Reliability analysis yielded Cronbach’s Alpha coefficients of .925 and .928, respectively. These findings indicate that both instruments have satisfactory validity and reliability and are suitable for future studies on Cambridge Curriculum implementation.