Development of the Teacher Leadership Style Scale

Kuan Chen Tsai1
1Faculty of Humanities and Social Sciences, City University of Macau, Macao
Cite this article:  Tsai, K. C. (2017). Development of the Teacher Leadership Style Scale. Social Behavior and Personality: An international journal, 45(3), 477-490.

Volume 45 Issue 3 | e5751 | Published: April 2017 | DOI: https://doi.org/10.2224/sbp.5751

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Effective teacher leadership promotes not only students’ motivation to learn, but also the productivity and development of educational institutions. My purpose in this study was to develop the Teacher Leadership Style Scale (TLSS) to extend the framework of the charismatic, ideological, and pragmatic (CIP) model of outstanding leadership. Participants were 264 Chinese college students in Macau. Data collection took place midway through the school year, and respondents took approximately 10 minutes to complete the questionnaire. The 29-item TLSS demonstrated high internal consistency (> .80) and a robust 3-dimensional factor solution. Factor loading results showed that the instrument converged well with measures for 3 possible CIP-based teacher leadership styles. Overall, my results showed that the TLSS is suitable for assessing stable teacher leadership styles based on the perceptions of college students, and that it aligns with theoretical expectations.

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