The contemporary leadership behavior of school principals scale according to teacher's perceptions: Validity and reliability study

Abstract

School principals are expected to possess modern leadership abilities that place an emphasis on ideas like collaboration, innovation, technological advancement, and egalitarianism. The objective of this study was to establish the psychometric features of the scale of current leadership behaviors of school principals (SCLBSP) developed in accordance with teacher perspectives. For the scale's content validity, eight experts were contacted, and for each item, the content validity ratio (CVR) and content validity index (CVI) were computed. Two different samples served as the basis for the scale development investigation. 253 teachers' worth of data were utilized in the exploratory factor analysis (EFA), whereas 215 teachers' worth of data were used in the confirmatory factor analysis (CFA) and measurement invariance studies. Cronbach's alpha, McDonald's omega, Split-Half method coefficients, composite reliability (CR), and average variance extracted (AVE) values were determined to determine the scale's reliability. The studies produced a single-factor structure with 34 items that explained 74.4% of the total variation. All SCLBSP items were found to have high levels of discrimination, and the reliability and validity of the entire scale were also found to be high.

Keywords

• School management
• School principal
• Educational leader
• Contemporary leadership behaviors
• Scale development

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