Crossvalidation and Confirmatory Factor Analysis of the 30-Item Leadership Behavior Description Questionnaire: Implications for Use by Graduate Students (original) (raw)
Related papers
Leadership: Validation of a Self-Report Scale 1 , 2
Psychological Reports, 2013
the aim of this paper was to propose and test the factor structure of a new self-report questionnaire on leadership. a sample of 373 school principals in the Province of Quebec, canada completed the initial 46-item version of the questionnaire. In order to obtain a questionnaire of minimal length, a four-step procedure was retained. first, items analysis was performed using classical test Theory. Second, Rasch analysis was used to identify non-fitting or overlapping items. Third, a confirmatory factor analysis (CFA) using structural equation modelling was performed on the 21 remaining items to verify the factor structure of the scale. Results show that the model with a single third-order dimension (leadership), two second-order dimensions (transactional and transformational leadership), and one first-order dimension (laissez-faire leadership) provides a good fit to the data. Finally, invariance of factor structure was assessed with a second sample of 222 viceprincipals in the Province of Quebec, canada. this model is in agreement with the theoretical model developed by , upon which the questionnaire is based.
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...
Scheduled Leadership Behaviors Scale for School Administrators: Validity and Reliability Study
Educational Policy Analysis and Strategic Research, 2020
Scheduled leadership can be defined as empowering individuals with the exception of the team's top manager with 'freedom of acting and decision making.' A wide range of measurement tools have been developed with the aim of measuring planned private leadership. In Turkey, the studies have begun to adapt it to our language and have continued to develop an appropriate scale for the Turkish management structure and operation. The planned leadership scales that have been developed in the field of education are not adequate and the relevant scale development studies are required. The main objective of this study is to re-approach the behavior of school administrators of planned leadership and to develop a scale within this framework. In Canakkale, a sample group, 360 individuals who were identified using a cluster sampling method were studied. SPPS 23.0 and AMOS 24.0 statistical packaged software were used for data analysis. Explanatory factor analysis and confirmatory factor analysis were calculated for the suitability of the data set for factor analysis, sample efficiency and validation studies; Cronbach Alpha internal consistency was calculated for the reliability studies. With the actions being carried out, the scale of 30 items is such that the 'School Manager's planned leadership behaviors' are presented. In conclusion, the scale developed has a four-factor structure, "Development and Cooperation", "Culture", "Vision and Responsibility" and "Chances and Opportunities" and is characterized by a high degree of validity and reliability.
Re-Assessment of Leadership Behavior Taxonomy Constructs: Construct Validation Analysis
Yönetim Bilimleri Dergisi, 2019
Despite of the huge number of leadership behavior description measures in the literature, construct assessment and validation studies are very rare in literature. In this sense, this survey, which focused on the construct re-assessment and validation of leadership behavior taxonomy, is expected to contribute to leadership literature. Yukl's Leadership Behavior Taxonomy (LBT) is focused on and the constructs of LBT have been evaluated in terms of content validity, convergent validity, discriminant validity and predictive validity in this study. The survey was conducted on 445 middle level managers of 188 large-scale firms operating in manufactory industry and 550 managers operating in service industry in Turkey. Data obtained from 445 middle level managers operating in manufacturing industry and 550 managers operating in service industry were analyzed through the SPSS and AMOS statistical packet programs. The findings of this survey revealed that 23 items-three factors-LBT model has better fit for the managers of both manufacturing and service industry in Turkey.
Development and validation of instructional leadership questionnaire
Canadian Institute for Knowledge Development (CIKD)
The purpose of this study was to develop and validate instructional leadership questionnaire based on head teachers’ perceptions of instructional leadership practices. Based on rigorous literature review of the seminal research works and models on instructional leadership, a 40-items questionnaire grouped into seven dimensions was developed. Content validity of the questionnaire was ensured through opinions of two panels of experts and practitioners. Pilot study was conducted on 30 head teachers from rural and urban high schools to get their feedback on the language clarity, understandings, and the reliability. The alpha level of 0.75 based on pilot testing data provided validity evidence of the questionnaire. Later on, the researchers collected data from 164 head teachers, selected conveniently, from Okara and Lahore districts as Pakistan cities. Out of 164 head teacher, 85 were male and 79 were female; 78 were rural and 86 were urban; and 83 were directly selected from the selection boards while 81 were promoted to the head teacher positions. The overall internal consistency of the 40 items was 0.95 and alpha reliability of the seven dimensions ranged from 0.78 to 0.87. Exploratory factor analysis yielded seven subscales such as instructional resource provider, maintaining visible presence, teachers’ professional development, maximizing instructional time, monitoring student progress, giving feedback on teaching and learning process, and curriculum implementer. Significant positive correlations were found between all the seven dimensions of the questionnaire. Further, t-test for independent samples revealed that male and female, rural and urban, and selected and promoted head teachers significantly differ on the seven dimensions of the instructional leadership questionnaire, meaning that the questionnaire demonstrated variance across gender, location, and head teachers’ upgradation based on selection or promotion. The findings suggested initial evidence of validity and reliability of the instructional leadership questionnaire that can be used in school settings.
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.
A Psychometric Analysis of an Inventory for Evaluating Students' Leadership Skills
Journal of Teaching and Teacher Education, 2016
This study reports on the exploration of psychometric properties of an Arabic version of leadership competencies' inventory adapted from Schumacher (1990) study. The inventory includes 35 items with four subscales that measure the following competencies: leading self and others, effective communication, problem solving, and planning skills. Participants were 436 (279 males and 157 females) students from a higher education institution in Saudi Arabia. Exploratory and confirmatory factor analyses and Cronbach's alpha coefficients were used to provide evidence on the psychometric property of the scale and each subscale. The results showed that the four model factor analysis explained 42% of the total variance. Reliability analyses indicated that the overall Cronbach's alpha coefficient was 0.94 and alpha for subscales ranged from 0.74 to 0.86. Implications and limitations were highlighted.
Validity and Reliability of Lecturer Leadership Styles Questionnaires
2023
In the modern age, leadership is one of the teaching competencies in teaching and learning that influences students' engagement in higher learning. However, leadership styles demonstrated by lecturers may be interpreted differently across different cultures and populations. Hence, there is a need to establish new instrumentation with strong validity and reliability evidence of lecturer leadership styles questionnaire according to the sample size, language, and acceptance of respondents. This study involved undergraduate students of the Faculty of Sport Science, UiTM from the Arau, Shah Alam, Seremban 3, and Jengka campuses. There are 410 undergraduate students involved in this study. There are 44 items of the Lecturer Leadership Styles Questionnaire undergone the process of constructing validity and reliability by employing the Exploratory Factor Analysis (EFA) and Cronbach Alpha model. After going through the process, 37 items of the Lecturer Leadership Styles Questionnaire were accepted and the rest were dropped out. To verify the factor structure of a set of observed variables, Confirmatory Factor Analysis (CFA) was employed in the Leadership Styles Questionnaire. CFA analysis depicted the sample data fit the measurement model of Leadership Styles (RMSEA = .050, GFI = .942, AGFI = .917, TLI = .983, NFI = .969). In a nutshell, the Lecturer Leadership Styles Questionnaire instrument with strong validity and reliable evidence can be used for further study in a similar setting.
Psychometric Properties of the Leadership Practices Inventory-Updated
Educational and Psychological Measurement, 1993
Accurately assessing leadership behavior continues to be important to both researchers and management development practitioners. In a series of follow-up studies employing the Leadership Practices Inventory (LPI), data from over 36,000 respondents were used to reexamine the psychometric properties of the instrument and to explore possible gender, functional field, ethnic and/or cross-cultural background differences. Factor analytic results sup- ported a 5-factor scale that was consistent with the five hypothesized dimensions of the LPI (Challenging, Inspiring, Enabling, Modeling, and Encouraging). Gender differences were observed for performance on the Modeling and Encouraging subscales with females reportedly engaging in these activities more frequently than do males. Additional findings are discussed.
The dimensional structure of the Student Leadership Practices Inventory
Journal of Education and Practices, 2014
The present study assesses the factor structure of the Student Leadership Practices Inventory (S-LPI). Specifically, it examines the feasibility of its use with Malaysian university students. A self-report measure of S-LPI was administered to a sample of undergraduate students. The result of principal components analysis retained a 5-factor solution with satisfactory psychometric properties. Meanwhile, the reliability tests also indicated satisfactory reliability scores on each of the five latent factors of S-LPI. The psychometric features of S-LPI supported its feasibility as a sound and reliable research instrument to measure student leadership practices in the Malaysian context. Other implications of the findings are discussed.