Polish Adaptation and Psychometric Evaluation of the Reflective Practice Questionnaire: Teachers and Pedagogues Version

Abstract

The aim of the study was to design a Polish adaptation of the Reflective Practice Questionnaire (RPQ) and to establish its psychometric properties. The RPQ, which measures reflective capacity through seven subscales – Reflective Capacity, Self-Appraisal, Desire for Improvement, General Confidence, Communication Confidence, Uncertainty, and Stress Interacting with Clients – was adapted through a process of translation, cultural modification, and reliability validation. For the Reflective Capacity scale, theoretical and criterion validity were examined using the Brief COPE and the Rumination-Reflection Questionnaire. Data were collected from 63 bilingual participants in an initial study and 403 teachers in a subsequent study. The internal consistency of the Polish RPQ ranged from a Cronbach’s alpha of 0.72 to 0.89, and a second-order model of the Reflective Capacity scale provided the best fit to the data. Weak positive correlations were observed between Reflective Capacity and both reflective privateself-consciousness and selected Brief COPE scales (planning, instrumental and emotional support, self-blame). Results indicate that the Polish adaptation of the RPQ is a useful tool for research and professional development in educational contexts, though its theoretical limitations should be acknowledged. Future research should examine its application in academic studies and in evaluations of teacher training program effectiveness.