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Abstract:This study developed an indicator system of instructional leadership by novice
principals to facilitate the assessment of their leadership capabilities. This study
employed a survey-based approach consisting of three studies to examine the
reliability and validity of the proposed system and explored the perceived
importance and actual performance of these indicators. The statistical techniques
included expert review, item analysis, exploratory factor analysis, internal
consistency reliability analysis, confirmatory factor analysis, cross-validation,
measurement invariance analysis, and IPA. The proposed indicator system,
consisting of 5 dimensions and 24 specific indicators, demonstrates good
reliability and validity for assessing the overall, dimensional, and specific
indicators of instructional leadership performance. Highly rated dimensions were
enhancing school curriculum and instructional quality as well as creating
supportive teaching and learning environments. Developing a vision for teaching
and setting goals and tasks was also considered important; however, performance
was relatively low. |