Development and validation of instructional leadership questionnaire

Basit Öğe Kaydı
dc.contributor.authorAkram, Muhammad
dc.contributor.authorKiran, Sobia
dc.contributor.authorİlğan, Abdurrahman
dc.date.accessioned2020-05-01T09:11:23Z
dc.date.available2020-05-01T09:11:23Z
dc.date.issued2017
dc.departmentDÜ, Eğitim Fakültesi, Eğitim Bilimleri Bölümüen_US
dc.descriptionWOS: 000391140200006en_US
dc.description.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. (C) AIMI Journalsen_US
dc.identifier.doi10.33844/ijol.2017.60435en_US
dc.identifier.endpage88en_US
dc.identifier.issn2383-1103
dc.identifier.issn2345-6744
dc.identifier.issue1en_US
dc.identifier.startpage73en_US
dc.identifier.urihttps://doi.org/10.33844/ijol.2017.60435
dc.identifier.urihttps://hdl.handle.net/20.500.12684/5560
dc.identifier.volume6en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.language.isoenen_US
dc.publisherArdabil Industrial Management Insten_US
dc.relation.ispartofInternational Journal Of Organizational Leadershipen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectInstructional Leadershipen_US
dc.subjectVisible Presenceen_US
dc.subjectStudent Progressen_US
dc.subjectFeedbacken_US
dc.subjectCurriculum Implementationen_US
dc.titleDevelopment and validation of instructional leadership questionnaireen_US
dc.typeArticleen_US

Dosyalar

Orijinal paket
Listeleniyor 1 - 1 / 1
Küçük Resim
İsim:
5560.pdf
Boyut:
315.39 KB
Biçim:
Adobe Portable Document Format
Açıklama:
Tam Metin / Full Text
İndir

Koleksiyon

WoS İndeksli Yayınlar Koleksiyonu
Makale Koleksiyonu