El estudio trata de diseñar y validar un instrumento de evaluación de la colegialidad docente, como calidad de unión entre el profesorado de los centros docentes de educación primaria de España y México. El instrumento diseñado se basa en seis dimensiones: (1) valores éticos y profesionales compartidos; (2) cohesión y confianza en el grupo, actitudes de alianza, compañerismo; (3) compromiso con la tarea docente, actitud de mejora profesional continua; (4) toma de decisiones colegial sobre la tarea docente; (5) relaciones docentes colaborativas: autonomía y colectividad en la tarea docente, respeto y constructivismo en las relaciones interpersonales; (6) Clima dinámico y positivo del centro, ambiente profesional creativo. Para el contexto de México, la dimensión (5) ha sido suprimida como resultado de validación lógica. En ambos contextos, el proceso de validación incluye la validación lógica por juicio de expertos en función de los criterios de relevancia, pertinencia, adecuación, suficiencia. La validación métrica se basa en el análisis del funcionamiento de los ítems, de la escala y el contraste entre grupos formados por las variables demográficas. Los procedimientos métricos realizados fueron análizados en función del Modelo de Teoría Clásica del Test y del Modelo Rasch.

This study is part of an investigation aimed at the construction of reliable and valid instruments to represent educational context variables and indicators, during compulsory education, and are used in plans as part of evaluation of educational systems. In the previous phase it was confirmed the usefulness of the information obtained in the research process for the evaluation of school’s process and context, so that tackle more complex evaluative studies, analyzing the relationship of the educational product, with the indicators of input, process and context variables. The moments or phases that guides our study: (1) Definition of the construct and its dimensions; (2) Determination of evaluation criteria for each of the components of the scale, which dealt with through processes of expert opinion; (3) Definition, design and validation of the items (design evaluation instrument to measure collegiality among teachers, review of assessment instruments to measure related constructs, designed to measure the collegiate level, validated through consultation opinion judges); (4) Analysis of instrument, conclusions (analysis of relevance of the instrument, its sensitivity to change, conclusions); (5) Empirical study and metrical validation of an items and the scale. The scale is composed by 53 ítems in 6 dimensions: (1) shared ethical and professional values; (2) cohesion and trust in the group, attitudes of alliance, fellowship; (3) commitment to the teaching task, attitude of continuous professional improvement; (4) collegial decision making on the teaching task; (5) collaborative teaching relationships: autonomy and collectivity in the teaching task, respect and constructivism in interpersonal relationships; (6) dynamic and positive downtown climate, creative professional environment. The metric validation is based on the analysis of the operation of the items, the scale and the contrast between groups formed by the demographic variables. The metric procedures were analyzed accordingly to the Classical Test Theory Model and the Rasch Model.