Adaptation of Leadership Capacity School Survey (LCSS) into Turkish: The Validity and Reliability Study

Year 2014, Volume: 1 Issue: 1, 23 - 46, 27.07.2014

Ali Çağatay Kılınç Şener Büyüköztürk Sadegül Akbaba-altun

Abstract

The purpose of this study was to adapt "Leadership Capacity School Survey-LCSS" originally developed by Lambert (2003) into Turkish culture. A total of 299 participants including teachers and administrators employed in primary schools in Ankara participated in the study. Explanatory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were performed to test the structural validity of the scale. EFA results illustrated that adapted scale consisted of four factors. In the light of the original scale form and relevant literature, these factors were named as "Distributive Leadership", "Shared School Vision", "Collaboration and Collective Responsibility" and "Perceived Student Achievement". The scale consisted of 30 items and four answer choices as "We do not do this at our school.", "We are starting to move in this direction.", "We are making good progress here.", and "We have this condition well established". Factor loadings of the items in the scale ranged from .41 to .89, corrected itemtotal correlations from .65 to .83, and reliability coefficients for the subscales from .91 and .94. DFA results also showed that the scale had high goodness-of-fit values. Results finally revealed that Leadership Capacity School Survey-Turkish Adapted Form was a valid and reliable measurement tool to be used in describing the leadership capacity of elementary and secondary schools.

Keywords

leadership , leadership capacity , leadership capacity school survey

Okullarda Liderlik Kapasitesi Ölçeğinin (OLKÖ) Türkçeye Uyarlanması: Geçerlik ve Güvenirlik Çalışması

Abstract

Bu çalışmanın amacı, Lambert (2003) tarafından geliştirilen "Okullarda Liderlik Kapasitesi Ölçeğinin-OLKÖ" (Leadership Capacity School Survey - LCSS) Türk kültürüne uyarlanmasıdır. Araştırmaya, Ankara ilinde bulunan ilköğretim okullarında görev yapan öğretmen ve okul yöneticilerinden oluşan 299 kişilik bir grup katılmıştır. Ölçeğin yapı geçerliğini tespit etmek amacıyla Açımlayıcı Faktör Analizi (AFA) ve Doğrulayıcı Faktör Analizi (DFA) yapılmıştır. AFA sonuçları, Türkçeye uyarlanmış ölçeğin dört alt boyuttan oluştuğunu göstermiştir. Bu alt boyutlar ölçeğin orijinal formuyla ve ilgili alanyazınla uyumlu bir biçimde "Dağıtımcı Liderlik", "Paylaşılan Okul Vizyonu", "İş Birliği ve Ortak Sorumluluk" ve "Algılanan Öğrenci Başarısı" olarak adlandırılmıştır. Nihai formu 30 maddeden oluşan ölçeğin alt boyutlarından elde edilen puanların iç tutarlılık değerleri .91 ile .94 arasında değişmektedir. Araştırma sonuçları, Türkçeye uyarlanan Okullarda Liderlik Kapasitesi Ölçeği'nin (OLKÖ) ilk ve orta okullarda liderlik kapasitesini belirlemede kullanılabilecek geçerli ve güvenilir bir ölçme aracı olduğunu göstermektedir.

Keywords

liderlik , liderlik kapasitesi , okullarda liderlik kapasitesi ölçeği

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• Second revision received: 21/02/2014 Approved: 25/02/2014 *
• Bu çalışma, Ali Çağatay KILINÇ'ın "İlköğretim Okullarında Liderlik Kapasitesinin Belirlenmesi" isimli doktora tezinden üretilmiştir. Ayrıca, çalışmanın bir bölümü International Journal of Arts & Sciences (IJAS) Conference'da "Leadership Capacity School Survey (LCSS): Adaptation for Turkish Culture" adı altında sözlü bir bildiri olarak sunulmuştur.