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

Yıl 2014, Cilt: 1 Sayı: 1, 23 - 46, 27.07.2014

Ali Çağatay Kılınç Şener Büyüköztürk Sadegül Akbaba-altun

Öz

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.

Anahtar Kelimeler

leadership , leadership capacity , leadership capacity school survey

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

Öz

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.

Anahtar Kelimeler

liderlik , liderlik kapasitesi , okullarda liderlik kapasitesi ölçeği

Kaynakça

• Balcı, A. (2000). Sosyal bilimlerde araştırma: Yöntem, teknik ve ilkeler. Ankara: TDFO. Blase, J., & Blase, J. (1999). Effective instructional leadership teachers' perspectives on how principals promote teaching and learning in schools. Journal of Educational Administration, 38(2), 130-141.
• Blase, J., & Blase, J. (2001). Empowering teachers: What successful principals do (2nd ed.). Thousand Oaks, CA: Corwin.
• Botello, M. L. (1997). The instructional leadership role of the elementary principal in school-wide improvement (Unpublished doctoral dissertation). Retrieved from ProQuest Dissertations and Thesis database. (UMI No. 9727701)
• Bush, T. (1998). The national professional qualification for headship: The key to effective school leadership? School Leadership & Management, 18(3), 321-333. Büyüköztürk, Ş. (2007). Sosyal bilimler için veri analizi el kitabı: İstatistik, araştırma deseni, SPSS uygulamaları ve yorum (Yedinci baskı). Ankara: Pegem A.
• Büyüköztürk, Ş. (2009). Sosyal bilimler için veri analizi el kitabı. Ankara: Pegem Akademi.
• Büyüköztürk, Ş., Akbaba Altun, S. ve Yıldırım, K. (2010). Uluslararası öğretme ve öğrenme araştırması Türkiye ulusal raporu. MEB: Dış İlişkiler Genel Müdürlüğü. Chell, J. (1995). Introducing principals to the role of instructional leadership (Report No:95). Retrieved from http://saskschoolboards.ca/research/leadership/95-14.htm#c1
• Conzemius, A., & O'Neill, J. (2001). Building shared responsibility for student learning. Alexandria, Virginia, USA: Association for Supervision and Curriculum Development.
• Crowther, F., & Olsen, P. (1997). Teachers as leaders-an exploratory framework. International Journal of Educational Management, 11(1), 6-13. Çokluk, Ö., Şekercioğlu, G. ve Büyüköztürk, B. (2012). Sosyal bilimler için çok değişkenli istatistik: SPSS ve LISREL uygulamaları (2. baskı). Ankara: Pegem Akademi.
• D'Ambrosio, C. L. (2006). Leadership capacity: Principal and teacher perceptions of Lambert's essential elements (Unpublished doctoral dissertation). Retrieved from ProQuest Dissertations and Thesis database. (UMI No. 3202729)
• Daresh, J. C., & Ching-Jen, L. (1985/March). High school principals' perceptions of their instructional leadership behavior. Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco, CA, March 27-31.
• Delaney, J. G. (1997). Principal leadership: A primary factor in school-based management and school improvement. NASSP Bulletin, 81, 107-111.
• Foster, R., & St. Hilaire, B. (2004). The who, how, why, and what of leadership in secondary school improvement: Lessons learned in England. The Alberta Journal of Educational Research, 50(4), 354-369.
• Fullan, M. (2001). Leading in a culture of change. San Francisco, CA: Jossey-Bass.
• Gambini, F. (2011). Leadership capacity for succession and sustainability in a familyowned private school (Unpublished doctoral dissertation). Retrieved from ProQuest Dissertations and Thesis database. (UMI No. 3465438)
• Hallinger, P. (2005). Instructional leadership and the school principal: A passing fancy that refuses to fade away. Leadership and Policy in Schools, 4(3), 221-239.
• Hallinger, P., & Heck, R. H. (1998). Exploring the principal's contribution to school effectiveness: 1980-1995. School Effectiveness and School Improvement: An International Journal of Research, Policy and Practice, 9(2), 157-191.
• Hambleton, R. K., & Patsula, L. (1999). Increasing the validity of adapted tests: Myths to be avoided an guidlines for improving test adaptation practices 1, 2 (online). Retrieved from http//www.testpublishers.org.journal.html
• Harris, A., Brown, D., & Abbort, I. (2006). Executive leadership: Another lever in the system? School Leadership and Management, 26(4), 397-409.
• Harris, A., & Lambert, L. (2003). Building leadership capacity for school improvement. Maidenhead, Philadelphia: Open University.
• Herbert, C. A. (2006). Leadership capacity: Superintendent and middle school principal perceptions of Lambert's essential elements (Unpublished doctoral dissertation). Retrieved from ProQuest Dissertations and Thesis database. (UMI No. 3213436)
• Hess, F. M. (2003). A license to lead? A new leadership agenda for America’s schools. In 21st century schools project (pp. 1-24). Washington, DC: Progressive Policy Institute.
• Isoye, S. T. (2011). School leadership capacity and student achievement (Doctoral dissertation). Retrieved from ProQuest Dissertations and Thesis database. (UMI No. 3494392)
• Izbicki, C. (2004). Leadership capacity in Texas Early Childhood Public Schools (Doctoral dissertation). Retrieved from ProQuest Dissertations and Thesis database. (UMI No. 3151906)
• Jackson, D. S. (2000). The school improvement journey: Perspectives on leadership. School Leadership & Management, 20(1), 61-78.
• Jenkins, J. M. (1985/March). Effective leadership for instructional improvement. Paper presented at the NASSP Institute, Houston, TX, March 7-9, 1985.
• Katzenmeyer, M., & Moller, G. (2001). Awakening the sleeping giant. Helping teachers develop as leaders (2nd ed.). Thousand Oaks, California: Corwin.
• Keith, J. A. (2009). Perceptions of school leadership capacity and student achievement (Unpublished doctoral dissertation). Retrieved from ProQuest Dissertations and Thesis database. (UMI No. 3371746)
• King, M. B., & Bouchard, K. (2011). The capacity to build organizational capacity in schools. Journal of Education Administration (Special Issue: Building Organizational Capacity in School Education), 1-30.
• Kline, P. (1994). An easy guide to factor analysis. New York: Routledge.
• Krug, S. E. (1992). Instructional leadership, school instructional climate, and student learning outcomes. Project Report. Illionis: National Center for School Leadership. (ED 359 668). Retrieved from http://www.eric.ed.gov Kythreotis, A., Pashiardis, P., & Kyriakides, L. (2010). The influence of school leadership styles and culture on students’ achievement in Cyprus primary schools. Journal of Educational Administration, 48(2), 218-240.
• Lambert, L. (1998a). How to build leadership capacity. Educational Leadership, 55(7), 17-19.
• Lambert, L. (1998b). Building leadership capacity in schools. Alexandria, Virginia: Association for Supervision and Curriculum Development.
• Lambert, L. (2002). Toward a deepened theory of constructivist leadership. In L. Lambert, D. Walker, D. Zimmerman, J. Cooper, M. Lambert, M. Gardner and P. Slack (Eds.), The constructivist leader (pp. 34-62). New York: Teachers College.
• Lambert, L. (2003). Leadership capacity for lasting school improvement. Alexandria, Virginia: Association for Supervision and Curriculum Development.
• Lambert, L. (2009). Reconceptualizing the road toward leadership capacity. In A. M. Blankstein, P. D. Houston, R. W. Cole (Eds.), Building sustainable leadership capacity (pp. 7-28). Thousand Oaks, California: Corwin.
• Leithwood, K., Harris, A., & Hopkins, D. (2008). Seven strong claims about successful school leadership. School Leadership and Management, 28(1), 27-42. Louis, K. S., Dretzke, B., & Wahlstrom, K. (2010). How does leadership affect student achievement? Results from a national US survey. School Effectiveness and School Improvement, 21(3), 315-336.
• Marks, H. M., & Printy, S. M. (2003). Principal leadership and school performance: An integration of transformational and instructional leadership. Educational Administration Quarterly, 39(3), 370-397.
• Osborne, J. W., & Costello, A. B. (2004). Sample size and subject to item ratio in principal components analysis. Practical assessment. Research & Evaluation, 9(11). Retrieved from http://PAREonline.net/getvn.asp?v=9&n=11
• Quinn, P. M. (2002). The impact of principal leadership on instructional practice and student engagement. Journal of Educational Administration, 40(5), 447-467.
• Pierce, M. K. (2007). A determination of the reliability and construct validity of the leadership capacity school survey (Unpublished doctoral dissertation). Retrieved from ProQuest Dissertations and Thesis database. (UMI No. 3349054)
• Preacher, K. J., & McCallum, R. C. (2002). Exploratory factor analysis in behavior genetics research: Factor recovery with small sample size. Behavior Genetics, 32(2), 153-161.
• Sammons, P., Gu, Q., Day, C., & Ko, J. (2011). Exploring the impact of school leadership on pupil outcomes. The International Journal of Educational Management, 25(1), 83-101.
• Sapnas, K. G. (2004). Letters to the editor: Determining adequate sample size. Journal of Nursing Scholarship, 36(1), 4-9.
• Scoggins, K. T. (2008). The impact of leadership capacity and style on professional learning communities in schools (Unpublished doctoral dissertation). Retrieved from ProQuest Dissertations and Thesis database. (UMI No. 3376051)
• Sergiovanni, T. J. (2007). Rethinking leadership. A collection of articles (Second Edition). Thousand Oaks, California: Corwin.
• Short, P. M., & Spencer, W. A. (1989/March). Principal instructional leadership. In Annual Meeting of the American Educational Research Association, Chicago, IL, March 31 - April 4.
• Smith, W. F., & Andrews, R. L. (1986). Instructional leadership: How principals make difference. Alexandria, Virginia: Association for Supervision and Curriculum Development.
• Şişman, M. (2002). Öğretim liderliği. Ankara: Pegem A.
• Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics (5. ed.). Boston: Allyn and Bacon.
• Valentine, J. W., & Prater, M. (2011). Instructional, transformational, and managerial leadership and student achievement: High school principals make a difference. NASSP Bulletin, 95(1), 5-30.
• Williams, D. (2009). Case for change: Building leadership capacity in urban high schools (Unpublished doctoral dissertation). Retrieved from ProQuest Dissertations and Thesis database. (UMI No. 3368671) Received: 24/07/2013 Revision received: 29/12/2013
• 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.