Development and validation of instructional leadership questionnaire
International Journal of Organizational Leadership,
2017, Volume 6, Issue 1, Pages 73-88
AbstractThe 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.
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