Development and Psychometric Validation OF the Faculty Collaborative Behavior Scale (FCBS): A Multidimensional Measure for Faculty Members in Higher Education Institutions

Abstract

This study developed and validated the Faculty Collaborative Behavior Scale (FCBS), a multidimensional instrument designed to assess collaborative behavior among faculty members in higher education institutions. A quantitative cross-sectional research design, grounded in a deductive approach, was employed to operationalize the construct based on established theoretical perspectives of collaboration, knowledge sharing, trust, participatory engagement, and shared decision making. The scale development process followed a systematic multi-phase procedure comprising item generation, expert evaluation for content validity, pilot testing, and large-scale field administration (N = 174). Content validity was supported by strong expert agreement, with Item Content Validity Index (I-CVI) values ranging from (.83 to 1.00). Exploratory factor analysis demonstrated the suitability of the data for factor extraction (Kaiser–Meyer–Olkin = .871; Bartlett’s test of sphericity, p < .001) and yielded a five-factor solution explaining (65.99%) of the total variance. The final version of the FCBS comprised 22 items representing five dimensions: Participatory Engagement, Collaborative Communication and Support, Knowledge Sharing Behavior, Mutual Trust and Accountability, and Shared Decision Making and Conflict Management. The FCBS demonstrated satisfactory internal consistency reliability, with Cronbach’s alpha coefficients ranging from (.75 to .89) for the subscales and (.90) for the overall scale. Inter-factor correlations provided additional evidence of construct validity, supporting the multidimensional structure of faculty collaborative behavior. The findings indicate that the FCBS is a psychometrically sound instrument with satisfactory validity and reliability for assessing faculty collaborative behavior in higher education institutions. The scale offers a context-specific measure that can support future research, institutional assessment, and evidence-based initiatives to strengthen collaboration among faculty members.