2018
DOI: 10.6007/ijarped/v7-i3/4566
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Validity and Reliability of the Teacher Leadership Inventory in Malaysian Educational Context

Abstract: The aims of this article is to report the validity and reliability of the Teacher Leadership Self Assessment (TLSA). The sample of the study consists of 244 trained teachers who are chosen using random sampling technique from 19 secondary schools in Perak. The content validity, criterion validity and construct validity analyses have been carried out by using this set of data. The findings of this study using panel of expert views, Pearson correlation analysis and exploratory factor analysis through orthogonal … Show more

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Cited by 4 publications
(3 citation statements)
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“…This process can be done repeatedly until an optimum prototype is obtained that is able to fulfil the scope of the data collection in the actual study (Yin, 2018). In the context of this study, the researcher used the Exploratory Factor Analysis (EFA) method to verify the consistency in each construct and the designed items (Mansor et al, 2018;Amatan et al, 2021;Nadia et al, 2023). This procedure will result in several factors which may be related to theories that support the competence of middle leaders in schools.…”
Section: Literature Reviewmentioning
confidence: 99%
“…This process can be done repeatedly until an optimum prototype is obtained that is able to fulfil the scope of the data collection in the actual study (Yin, 2018). In the context of this study, the researcher used the Exploratory Factor Analysis (EFA) method to verify the consistency in each construct and the designed items (Mansor et al, 2018;Amatan et al, 2021;Nadia et al, 2023). This procedure will result in several factors which may be related to theories that support the competence of middle leaders in schools.…”
Section: Literature Reviewmentioning
confidence: 99%
“…Alan yazın incelemesi sonucunda öğretmenlerin liderlik becerilerini betimlemeye çalışan çeşitli ölçeklere rastlanmıştır. Fakat bu ölçeklerin farklı kültürlerde geliştirilmiş olduğu, daha çok öğretmenlerin kendi algılarına göre ölçümler yaptığı, öğretmen liderliğinin sınıf dışı, kurumsal boyutlarıyda ilgili oldukları tespit edilmiştir (Akyürek & Özdemir, 2021;Demir, 2014;Katzenmeyer & Moller, 2009;Mansor, Yunus & Yuet, 2018;Tsai, 2017;Wang & Xia, 2020;Yaacob & Don, 2008;Yuet, Yusof & Mohamad, 2016).…”
Section: Tartışma Sonuç Ve öNerilerunclassified
“…Bu ölçme araçlarından biri, Katzenmeyer ve Moller'in (2009) geliştirmiş olduğu, "öz farkındalık", "değişime öncülük etme", "iletişim", "çeşitlilik", "öğretimsel yeterlilik ve liderlik", "sürekli iyileştirme" ve "kendi kendine organize olma" gibi yedi boyuttan oluşan "Öğretmen Liderliği Öz-değerlendirme" (Teacher Leadership Self-Assessment (TLSA)" ölçeğidir. İlgili ölçeğin boyutları farklı araştırmacıların (Mansor, Yunus & Yuet, 2018;Yaacob & Don, 2008) öğretmen liderliği ile ilgili oluşturduğu modellere, araştırmalara ışık tutmuştur.…”
Section: Introductionunclassified