Scheduled Leadership Behaviors Scale for School Administrators: Validity and Reliability Study (original) (raw)
Related papers
Adaptation of Distributed Leadership Scale into Turkish: The Validity and Reliability Study
The purpose of this study was to adapt " Distributed Leadership Scale " originally developed by Davis into Turkish Language. A total of 386 participants including teachers employed in high schools in Tokat 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 seven factors. In the light of the original scale form, these factors were named as " School The scale consisted of 34 items and reliability coefficients for the subscales from .75 and .92. Results finally revealed that Distributed Leadership Scale-Turkish Adapted Form is a valid and reliable measurement tool to be used in describing the distributed leadership behaviors in schools.
US-China Education Review B, 2015
In social psychology, the term "person perception" refers to the different mental processes that people use to form impressions of other people. This term includes how they form these impressions, and the different conclusions they make about other people based upon their impressions. Person perception can be a very subjective process that can be influenced by the characteristics of the person being observed, the context of the situation, and people's own personal characteristics. Educational leadership increasingly gained importance in today's world, because it is recognized that the quality of leadership makes a significant difference to school and student outcomes. There is also increasing recognition that schools require effective leaders and managers if they are to provide the best possible education for their learners. In order for students to have high-quality learning each year, schools must be highly functioning, which means that they must be led by effective principals. Studies note that the greatest impact on school success can be determined through the leadership practices of principals. The principals and school leaders who are implementing their roles and duties should be constantly reviewed and assessed for transparency in school, because their leadership has an impact on "teacher morale, job satisfaction, and motivation". Principals should have key skills related to communicating, facilitating, team-building, coaching, managing conflict, involving others in decision-making, and acting politically, also the development of technological advancement. This study aims to find the impact of school principals' leadership behavior on teachers and teachers' perceptions about the impact and the styles of their leadership. The survey is distributed in 10 public elementary schools in one region of Istanbul, Turkey. The sample consisted of 100 teachers; of which 64 were female teachers and 36 were male teachers. Questionnaire consisted of two parts: demographic information and questions about the perception of leadership behavior. The scale was developed by Demiray (2008) and validity and reliability tests proved that the questionnaire was reliable and valid. Analyses indicate that according to the teachers' perceptions, the important outcomes of the principals' leadership styles and behavior, such as communication, teamwork, problem-solving, and coordination, were satisfying and effective some of the time. Furthermore, the results also provide evidence that the teachers believe they are not recognized for their achievements by their school principals. This case study will be the groundwork for a more comprehensive research about the teachers' expectations of educational leadership.
International Journal of Assessment Tools in Education
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...
Predictors of Leadership Effectiveness for Turkish Secondary School Teachers
Ankara Universitesi Egitim Bilimleri Fakultesi Dergisi, 2011
The aim of this study is to find out leadership behaviours of secondary school teachers in the classroom. For this purpose, 300 secondary school teachers were asked to complete Integrated Competing Values Framework (ICVF) questionnaire in order for us to explain leadership behaviour in this context. Repeated measures ANOVA and multiple regression analysis techniques were used in analysing the data. Multiple regression analysis revealed that the Deliverer, Developer and Broker were the strongest predictors of effectiveness. Furthermore, according to the results there was no gender differences found in the roles displayed. All six operational roles of the ICVF-Deliverer, Developer, Innovator, Broker, Monitor and Integrator-were displayed, with the Deliverer displayed significantly more than the Monitor.
Developing a Headmasters' Paternalistic Leadership Behaviours Scale in Turkey
Journal of Education and Practice, 2017
This research aims to develop a reliable and valid assessment tool which measures the headmaster's paternalistic leadership behaviours. The research study group consists of 390 teachers who are working at public secondary schools in Mardin/Turkey during 2015-2016 academic year. After the exploratory factor analysis which is employed for determining the scale's construct validity, a construct formed of 22 items and four factors (benevolent leadership, moral leadership, authoritarian leadership, exploitative leadership) is obtained. It is confirmed that each factor's variance ratio is respectively 38,568%, 4,800%, 6,730% and 9,842%. Each of the four factors clarifies the variance total and it is determined as 59,939%. As a result of the confirmatory factor analysis, the scale is confirmed to have sufficient compliance index values. On the other hand, The Cronbach's Alpha reliability coefficient was .926 for the first factor; .872 for the second factor; .610 for the third factor; .619 for the fourth factor and .898 for the whole scale. The obtained findings are found to be within the acceptable limits. The results of all validity and reliability analyses show that the scale can be used as a valid and reliable measurement tool in the studies where the teachers are in the study group.
Journal on Efficiency and Responsibility in Education and Science, 2015
The present paper aims to study the leadership behaviors reported by principals and observed by teachers and its relationship with management experience of principals. A quantitative method used in this study. Target population included all principals and teachers of guidance schools and high schools in Dashtiari District, Iran. A sample consisted of 46 principals and 129 teachers were selected by stratified sampling and simple random sampling methods. Leadership Behavior Description Questionnaire (LBDQ) developed by Kozes and Posner (2001) was used for data collection. The obtained data were analyzed using one sample and independent t-test, correlation coefficient and crosstabs pearson chi-square test. The results showed that teachers describe the leadership behaviors of their principals relatively good. However, the principals themselves evaluated their leadership behaviors as very good. In comparison between leadership behaviors self-reported by principals and those observed by teachers, it was found that there is a significant difference between the views and evaluations of teachers and principals on all components of leadership behaviors of principals, except empowerment. In fact, principals have described their leadership behaviors at a better and more appropriate level than what teachers have done. From the perspective of both teachers and principals, there is no significant relationship between none of the components of leadership behaviors and management experience of principals.
Analyzing the Leadership Behavior of School Principals ∗ Clete Bulach
2014
The authors describe various methods of measuring a principal's leadership behavior. They have developed a new survey instrument that can be used to analyze the leadership behavior/style of a principal. The instrument consists of 49 positive and negative behaviors that measure how a principal interacts with sta in the following ve leadership domains: human relations, trust/decision making, instructional leadership, control, and con ict. A correlation coe cient of +.95, as measured by the Cronbach alpha, was obtained indicating the instrument has excellent reliability. Reliability on each of the ve factors ranges from a high of +.86 to a low of +.81. The instrument has adequate construct validity in terms of those behaviors principals practice that teachers like or nd o ensive (as reported by 375 teachers). The behaviors measured by the survey are listed along with the average response of the teachers who responded to the survey. The authors also describe some results with the rs...
2019
The effects of cultural values on the leadership characteristics of school administrators constitute the main purpose of this research. The universe of the research is the administrators of the state high schools located in the Nicosia, Famagusta, Girne, Iskele, Guzelyurt and Lefke districts of the Turkish Republic of Northern Cyprus. As a sample, all managers were targeted. For this purpose, before the United States and applied in Turkey, 85-point scale is used. In the study, it has been found that the highest leadership value possesses Transformational Leadership. "Self-management" has a significant impact on cultural value, transformational leadership style and proves the relationship between culture and leadership.
A Study of Leadership Behavior of School Heads
Abstract School, being one of the most important social entity needs new leadership style of the leaders, since it prepares the leaders of tomorrow. School Head as a leader is not a new concept since he/she is the transformational and transactional head of a school. Many studies are conducted on leadership behavior of the heads of the schools, such as Leithwood (2005), Nicholas (2009), Anand Suriyan (2010), Sancar (2013), etc. The studies generally revealed the positive impact of leadership behaviour on the overall transformation of the organizations. In this research paper, leadership behaviour of school heads is studied using MLQ 1995 (5X short form) Questionnaire based on the Full Range Leadership Model constructed by Bass and Avolio. In the research, "Multifactor Leadership Questionnaire" scale was used to determine the leadership styles of school heads. New approaches of leadership behaviour that is transformational, transactional and laissez faire leadership behaviour together with its sub-dimension on a sample of 18 school heads of Government. Government aided and Public schools in South and South West A, Delhi are discussed.
Asian Journal of Behavioural Sciences
Leadership behaviour plays a great role for educational organizations to reach the success of their vision, mission and goals. The desired change in schools is almost always dependent on the leadership of school administrators whose leadership styles and behaviours like initiating structure and consideration. This study aimed to know the profile of the respondents; and the level of leadership behavior; the significant relationship between the profile of the school administrators and the level of leadership behavior; the significant difference among the assessment of the three groups of respondents on the level of leadership behavior. Descriptive-correlational survey methods and a questionnaire were utilized to gather the data. Findings revealed that the level of leadership behaviour was high. Moreover, the relationship between the profile and the differences in the assessment of community relations practices and the level of leadership behaviour were all found not significant.