A Scale for Measuring Teacher Leadership in Early Childhood Education in China: Development and Validation

Autor/inn/en	Wang, Mo; Xia, Jing
Titel	A Scale for Measuring Teacher Leadership in Early Childhood Education in China: Development and Validation
Quelle	In: Educational Management Administration & Leadership, 50 (2022) 4, S.649-671 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wang, Mo)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1741-1432
DOI	10.1177/1741143220949546
Schlagwörter	Early Childhood Education; Teacher Leadership; Measures (Individuals); Preschool Teachers; Psychometrics; Foreign Countries; Job Satisfaction; Assistant Principals; Factor Analysis; Correlation; Teacher Administrator Relationship; Teacher Attitudes; Faculty Development; Participative Decision Making; Diversity; Educational Improvement; China + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Lehrerfunktionsstelle; Messdaten; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Psychometry; Psychometrie; Ausland; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Principal; Principals; Stellvertretende Schulleitung; Faktorenanalyse; Korrelation; Lehrerverhalten; Teaching improvement; Unterrichtsentwicklung
Abstract	This article describes the development of a teacher leadership scale (TLS) that can be utilized in early childhood education in China. A mixed methods research design was developed to meet the research aim, and both qualitative and quantitative data on the perceptions of teacher leadership from both middle leaders (i.e. vice-principal, key stage coordinator, subject leader) and classroom teachers were collected. In the qualitative study, semi-structured interviews with seven middle leaders and seven classroom teachers were conducted. The qualitative findings were then used for item pool generation in a quantitative study to create the TLS in four stages of development. The TLS questionnaire was distributed to 175 respondents and then to a further 419 respondents for exploratory factor analysis. The scale was further validated by confirmatory factor analysis with another 597 respondents. Its concurrent validity was also examined: teacher leadership was found to be positively associated with job satisfaction and the principal's authority openness. The article demonstrates that a four-factor model of teacher leadership as follows is psychometrically sound: (a) leading teaching and professional development; (b) characteristics of teacher leaders; (c) participating in school-wide decision-making; and (d) diversity and continuous improvement. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11