Investigation of Psychometric Properties of the Turkish Version of the Motivation to Lead Scale on Teachers

Abstract

Leadership in schools is undergoing a transformation involving all school personnel, especially for teachers. Teachers constitute the basic human resource of both school principals and teacher leadership with their formal and informal leadership roles. However, understanding the emergence of a teacher as a leader and interpreting the motivational processes behind leadership tendencies continues to be an equation with many unknowns in the leadership literature. To identify teachers who are motivated to lead in the field of school leadership; help develop a pool of potential leaders for schools; In order to increase leader effectiveness and organizational performance, it is important to investigate the factors that motivate talented teachers to take leadership roles. For these reasons, in the present study, the psychometric properties of Chan and Drasgow's (2001) "Leadership Motivation Scale" (LEMS), which combines various factors in leadership, on teachers were examined. The study was carried out with teachers working in different school types in Ankara. The psychometric properties of MTLS were primarily examined in terms of content validity and language equivalence. Evidence for the construct validity of the scale was provided by EFA (n: 304), and CFA (n: 500). Research results are “social-normative MTL”; “affective-identity MTL” and, “non-calculative MTL” supported the three-factor structure of MTL. In addition, testing the psychometric properties of MTLS on the teacher group is a first step in the related literature. In this context, it is expected that the research will provide a different perspective to both comparative research in the MTL literature and new research on school leadership. Keywords: Motivation to lead; validity and reliability; individual differences; leadership

Keywords

• Motivation to lead
• validity and reliability
• individual differences
• leadership

References

1. Amit, K., Lisak, A., Popper, M., & Gal, R. (2007). Motivation to Lead: Research on the motives for undertaking leadership roles in the Israel defence forces (IDF). Military Psychology, 19(3), 137–160, http://dx.doi.org/10.1080/08995600701386317.
2. Amit, K., & Bar-Lev, S. (2012). Motivation-to-Lead in Multicultural Organizations: The Role of Work Scripts and Political Perceptions, Journal of Leadership & Organizational Studies, 20(2), 169-194.
3. Arastaman, G., Fidan, T., & Ayyıldız, P. (2023). Öğretmenlerin Liderlik Özyeterliği ile Okul Müdürü Olma İstekleri Arasındaki İlişkide Liderlik Etme Motivasyonun Aracılık Rolü. Eğitim ve Bilim, 48(216).
4. Auvinen, E., Huhtala, M., Kinnunen, U., Tsupari, H., & Feldt, T. (2020). Leader motivation as a building block for sustainable leader careers: The relationship between leadership motivation profiles and leader and follower outcomes. Journal of Vocational Behavior, 120, 103428.
5. Badura, K.L., Grijalva, E, Galvin, B.M, Owens, B.P., & Joseph, D.L. (2020). “Motivation to Lead: A Meta-Analysis and Distal-Proximal Model of Motivation and Leadership”. Journal of Applied Psychology, 105 (4), 331–354 ISSN: 0021-9010 http://dx.doi.org/10.1037/apl0000439.
6. Bandura, A. (1986). Social Foundations of Thought and Action, Prentice Hall, Englewood Cliffs, NJ.
7. Bellibaş, M. Ş., Gümüş, S., & Kılınç, A. Ç. (2020). Principals supporting teacher leadership: The effects of learning-centred leadership on teacher leadership practices with the mediating role of teacher agency. wileyonlinelibrary.com/journal/ejed.
8. Bobbio, A., & Manganelli Rattazzi, A.M. (2006). A Contribution to the validation of the motivation to lead scale (MTL): A research in the Italian Context. Leadership, 2(1), 117–129, http://dx.doi.org/10.1177/1742715006057240.

9. Bryman, A., & Cramer, D. (2004). Quantitative data analysis with SPSS 12 and 13: A guide for social scientists. Routledge.
10. Bush, T. (2018). “Preparation and induction for school principals: Global perspectives”. Management in Education, 32 (2), 66–71.
11. Büyüköztürk, Ş. (2018). Sosyal bilimler için veri analizi el kitabı [Data analysis for social sciences]. (24 ed.). Ankara: Pegem Akademi.
12. Cappelli, P., & Keller, J. R. (2014). Talent management: Conceptual approaches and practical challenges. Annu. Rev. Organ. Psychol. Organ. Behav., 1(1), 305-331.
13. Chan, K. Y., Ong, K. C., & Chah, C. (1999). Research and theory on the motivation to lead: Implications for officer selection. In Paper presented the NATO Research & Technology Organization Workshop on Officer Selection, Monterey, CA. Retrieved August (Vol. 10, p. 2007).
14. Chan, K. Y., Rounds, J., & Drasgow, F. (2000). The Relation between Vocational Interests and the Motivation to Lead. Journal of Vocational Behavior, 57: 226– 245.
15. Chan, K.Y., & Drasgow, F. (2001). Toward a theory of individual differences and leadership: Understanding the motivation to lead. Journal of Applied Psychology, 86 (3), 481–498.
16. Chan, K. Y., & Kennedy, J. C. (2018). The Expanded Criterion Space for Individual Differences and Leadership (pp. 475-517). In V. Zeigler-Hill & T. Shackelford (Eds.), The SAGE Handbook of Personality and Individual Differences. London: Sage.
17. Clemmons, A., & Fields, D. (2011). Values as determinants of motivation to lead. Paper presented at the 2011 International Conference of the Association of Global Management Studies, Las Vegas, NV.
18. Çakır, Ç. (2020). Öğretmen görüşlerine göre dağıtılmış liderliğin çeşitli değişkenler açısından incelenmesi. International Journal of Scientific and Technological Research, Special Issue of Educational Sciences, 6(6), 58-76. doi: 10.7176/JSTR/6-06-05 (Open Academic Journals Index-Google Scholar…)
19. Çetinkaya, A., & Arastaman, G. (2023). The role of motivation to lead in teacher leadership. Journal of Qualitative Research in Education, 35, 256- 277. doi: 10.14689/enad.35.1731.
20. Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2010). Sosyal bilimler için çok değişkenli istatistik SPSS ve LISREL uygulamaları [Multivariate statistics SPSS and LISREL applications for social sciences]. Ankara: Pegem Akademi Yayınevi.
21. Felfe, J., & Schyns, B. (2014). Romance of leadership and motivation to lead. Journal of Managerial Psychology, 29 (7), 850–865, http://dx.doi.org/10.1108/JMP-03-2012-0076
22. Field, A. (2013). Discovering Statistics Using SPPS. 3rd ed., Sage Publications, London.
23. Gümüş, S., Kılınç, A.Ç., & Bellibaş, M.Ş. (2022). The relationship between teacher leadership capacity at school and teacher self-efficacy: the mediating role of teacher professional learning, School Leadership & Management, doi:10.1080/13632434.2022.2123791.
24. Hirsh, Å., & Bergmo-Prvulovic, I. (2019). Teachers leading teachers – understanding middle- leaders’ role and thoughts about career in the context of a changed division of labour. School Leadership& Management, 39 (3-4), 352-371.
25. Hitt, D.H., & Player, D.W. (2019). “Identifying and predicting effective leader practices: Examining principal experience and prior roles”, Leadership and Policy in Schools, 18 (1), 97–116.
26. Hong, Y., Catano, V., & Liao, H. (2011). “Leader emergence: the role of emotional intelligence and motivation to lead”. Leadership & Organization Development Journal, 32 (4), 320-343.
27. Kasemaa, A. (2016). The adaptation of the motivation to lead instrument to the Estonian military context. Journal of Management and Business Administration, Central Europe, 24 (1), 64–88, ISSN 2450-7814.
28. Jacobs, R. L., & McClelland, D. C. (1994). Moving up the corporate ladder: A longitudinal study of the leadership motive pattern and managerial success in women and men, Consulting Psychology Journal, 46, 32–41. http://dx.doi.org/10.1037/1061-4087.46.1.32.
29. Kanfer, R., Frese, M., & Johnson, R. E. (2017). Motivation related to work: A century of progress. Journal of Applied Psychology, 102(3), 338.
30. Karacabey, M. F., Bellibaş, M.Ş., & Adams, D. (2022). Principal leadership and teacher professional learning in Turkish schools: examining the mediating effects of collective teacher efficacy and teacher trust. Educational Studies, 48 (2), 253–272.
31. Kennedy, J. C., Chan, K. Y., Ho, M. H. R., Uy, M. A., & Chernyshenko, O. S. (2021). Motivation to lead as mediator of relations between the dark triad, big five, and leadership intention. Frontiers in psychology, 12, 675347.
32. Kessler, S., Radosevich, D., Cho, J., & Kim, S. (2008). “An examination of the antecedents of motivation to lead”. International Journal of Business Research, 8 (1), 113-119.
33. Kılınç A.Ç., Bellibaş M.Ş., & Bektaş, F. (2021). Antecedents and outcomes of teacher leadership: the role of teacher trust, teacher self-efficacy and instructional practice. International Journal of Educational Management, 35 (7), 202.
34. Kline, R.B. (2016). Principles and Practice of Structural Equation Modeling, 4th ed., Nobel, London.
35. Kurt, T. (2016). Öğretmen Liderliğini Açıklamaya Yönelik Bir Model: Dağıtımcı Liderlik, Örgütsel Öğrenme ve Öğretmenlerin Öz Yeterlik Algısının Öğretmen Liderliğine Etkisi, Eğitim ve Bilim, 41 (183), 1-28.
36. Lee, D. H. L., & Kwan Ip, N. K. (2021). The influence of professional learning communities on informal teacher leadership in a Chinese hierarchical school context. Educational Management Administration & Leadership, 1–21.
37. Luria, G., & Berson, Y. (2013). “How do leadership motives affect informal and formal leadership emergence?”. Journal of Organizational Behavior, 34 (7), 995-1015.
38. Marsh, H. W., Hau, K.-T., Artelt, C., Baumert, J., & Peschar, J. L. (2006). OECD's brief self-report measure of educational psychology's most useful affective constructs: Cross-cultural, psychometric comparisons across 25 countries. International Journal of Testing, 6(4), 311-360.
39. Meyer, G. J., & Kurtz, J. E. (2006). Advancing personality assessment terminology: Time to retire “objective” and “projective” as personality test descriptors. Journal of Personality Assessment, 87, 223–225. http:// dx.doi.org/10.1207/s15327752jpa8703_01.
40. Middleton, E.D., Walker, D.O., & Reichard, R.J. (2018). “Developmental trajectories of leader identity: role of learning goal orientation”, Journal of Leadership & Organizational Studies, 26(4), 495-509, available at: https://doi.org/10.1177/1548051818781818.
41. Mutalib, M.A., & Ghani, A.H.A. (2013). “Leadership traits, leadership behavior, and job autonomy of imams in Peninsular Malaysia: a moderated mediation analysis”, International Journal of Business and Society, 14 (1), 17-40.
42. Nguyen, D., Harris, A., & Ng, D. (2019). A review of the empirical research on teacher leadership (2003–2017): evidence, patterns and implications. Journal of Educational Administration, 58 (1), 60-80.
43. Özbezek, B. D. (2018). Kontrol odağı ve duygusal zekânın liderlik etme motivasyonuna etkisi üzerine Trc1 bölgesinde bir araştırma: Üniversite öğrencileri örneği [A research in TRC1 region on the effect of locus of control and emotional intelligent to motivation to lead: The example of university students]. (Doktora tezi), Gaziantep Üniversitesi.
44. Polatcan, M., & Cansoy, R. (2020). Liderlik etme motivasyonu ölçeğinin Türk kültürüne uyarlanması [Adaptation of motivation to lead scale to Turkish culture]. İnsan ve Toplum Bilimleri Araştırmaları Dergisi, 9(2), 1263-1288, Retrieved from http://www.itobiad.com/tr/issue/54141/678423
45. Popper, M., & Mayseless, O. (2007). “The building blocks of leader development: a psychological conceptual framework”. Leadership and Organizational Development Journal, 28 (7), 664-684.
46. Porter, T., Riesenmy, K., & Fields, D. (2016). Work environment and employee motivation to lead: Moderating effects of personal characteristics. American Journal of Business, 31(2), 66-84. doi:10.1108/AJB-05-2015-0017
47. Rosch, D. M., Collier, D., & Thompson, S. E. (2015). An exploration of students' motivation to lead: An analysis by race, gender, and student leadership behaviors. Journal of College Student Development, 56(3), 286-291. doi:10.1353/csd.2015.0031.
48. Ross, L. (1977). The intuitive psychologist and his shortcomings: Distortions in the attribution process. In Advances in experimental social psychology 10, 173-220. Academic Press.
49. Rossi, M. (2011). An Investigation into High Quality Leader Member Exchange Relationships and Their Relation to Followers’ Motivation to Lead”. PhD Thesis, University of South Florida.
50. Schermelleh-Engel, K., Moosbrugger, H., & Muller, H. (2003). “Evaluating the fit of structural equation models: tests of significance and descriptive goodness-of-fit measures”, Methods of Psychological Research, 8 (2), 23-74.
51. Shen, J., Wu, H., Reeves, P., Zheng, Z., Ryan, L., & Anderson, D. (2020). The association between teacher leadership and student achievement: A meta-analysis. Educational Research Review, 31, 1–19. https://doi.org/10.1016/j.edurev.2020.100357.
52. Shelia, S., & Aycan, Z. (2023). “Do you feel like becoming a leader?” Emotions and the likelihood of self-nomination for leadership. The Leadership Quarterly, 34(2), 101643.
53. Silva, D. Y., Gimbert, B. & Nolan, J. (2000). Sliding the doors: Locking and unlocking possibilities for teacher leadership. Teachers College Record, 102(4), 779–804.
54. Singer, M. (1990). Cognitive correlates of adolescents’ aspirations to leadership: A developmental study. Journal of Adolescence, 13(2), 143-155.
55. Smylie, M. A. & Eckert, J. (2018). Beyond superheroes and advocacy: the pathway of teacher leadership development, Educational Management Administration & Leadership, 46(4), 556-577.
56. Stevens, J. (2002). Applied multivariate statistics for the social sciences. Journal of Educational Statistics, 47 (2), doi: 10.2307/1164712.
57. Tabachnick, B. G. & Fidell, L. S. (2007). Using multivariate statistics. Boston: Pearson.
58. Tafero, T. L. (2007). Personality predictors of motivation to lead [Published doctoral dissertation, Clemson University]. ProQuest Dissertations and Theses Global.
59. Turhan, F. (2014). Liderliğe alternatif bir yaklaşım olarak liderlik etme motivasyonu ve farklı sosyal gruplardaki rolü. (Yüksek lisans tezi), Uludağ Üniversitesi, Bursa.
60. Wenner, J. A., & Campbell, T. (2017). The theoretical and empirical basis of teacher leadership: A Review of the literature. Review of Educational Research, 87(1), 134–171.
61. Vilkinas, T., Murray, D.V., & Chua, S.M.Y. (2020). Effective leadership considering the confluence of the leader’s motivations, behaviours and their reflective ability. Leadership & Organization Development Journal, 41(1), 147-163.
62. Zeng, Y., & Lo Leslie, N. K. (2021). Leading as boundary crossing: How teacher leaders lead across a professional learning network in Shanghai China, Educational Management Administration & Leadership,1–18.