Development and Validation of the Teacher Leadership Competency Scale

Abstract

Purpose-The main purpose of the study was to develop an empirically validated Teacher Leadership Competency Model (TLCM) which would enhance teacher leadership competencies in Malaysian secondary schools. There is currently no established instrument that measures teacher leadership competency, particularly in the Malaysian context. Methodology-Structural equation modeling (SEM) utilizing AMOS Version 22 was employed to develop the model. Exploratory factor analysis was utilized to identify the underlying factors, whereas confirmatory factor analysis was employed to test the construct of the TLCM. The study particularly targeted a total of 928 trained teachers from 58 high-performing secondary schools in Malaysia. It explored their perception of the notion of teacher leadership competencies and their commitment to change their initial role as classroom leaders to teacher leaders in their respective schools. Findings-The Teacher Leadership Competency Model (TLCM) was found to be a fit and reliable model with all fit statistics set well above the threshold level. The Teacher Leadership Competency Scale (TLCS), which comprised 21 items, would also benefit school principals in assessing the effectiveness of teacher leadership and teacher commitment in assuming new leadership roles in school change initiatives. The finding has also encouraged a fresh look at the implementation of teacher leadership programmes aimed at successful change in schools.

A Conceptual Research Model for Investigating the Impact of Online Teacherpreneurship Education on Students’ Teacherpreneurial Competencies and Intentions in Preservice Teacher Education

“…In an attempt to determine why educators use Instagram, Carpenter (2020) revealed that most educators used the social networking platforms to share ideas and affirmation, with a subset of users monetizing some of the idea exchanges. On this note, we will examine the teacher leadership competency model (TLCM) updated by Yuet, Yusof and Mohamad (2016) through the lens of collaboration and networking on social media. The TLCM was constructed built on the basis of four types of models (Kho, Hamidah & Syed, 2015).…”

Preschool teachers’ peer leadership readiness in mobilizing fun innovative inquiry in the New Horizon

“…Learners at the age of four to six portray high imaginative and creative thinking skills which require the needs for preschool teachers to actively interact and practice fun innovative inquiry in virtual and physical learning environments. Referring to various fun innovative inquiry materials would enhance preschool teachers' peer leadership competency in leading their peers towards mobilizing effective fun innovative inquiry in the world full of volatility, uncertainty, complexity and ambiguity (Yuet, Yusof & Syed Mohamad, 2016). Identifying critical and creative thinking skills, attributes, best practices, as well as cultures for nurturing innovation contribute to innovative capability of individuals and organizations.…”

“…In fact, self-directed leadership competency would enhance preschool teachers' professionalism as peer leaders (Fanny & Mansor, 2019). Likewise, 'Fly with v-PeLFII Model' was developed to enhance peer leadership and innovative capability of individual preschool teachers in conducting fun innovative inquiry through virtual and nonvirtual interaction platforms (Yuet, Yusof & Syed Mohamad, 2016). Congruently, leading preschool teachers in practicing industrial revolution 4.0 technologies provides advantages for paradigm shift in instructional practices (Gerekli et al, 2021;Ghouri et al, 2021).…”