Abstract
Problem statement: This study reports the development and validation o f the Relational Leadership Questionnaire (RLQ). The consensus attributes of relational leadership are that the relational leader is caring, empowering, ethical, i nclusive and has vision. These characteristics also reflect the newest theory and view of leadership in the psychological literature as well. Approach: For each of these 5 attributes, 10 Likert items were wr itten using a 7 point response scale. These 50 item s were administered to 141 high school teachers. Five factors were found for the RLQ and the 5 items wit h the highest factors loadings for each attribute wer e retained for the confirmatory study. Results: A confirmatory study was done with 434 elementary, middle and high school teachers who also responded to the LMX leadership scale (the known marker scale) and Mayer's trust scale. The hypothesized correlations with the LMX and trust sc ales were obtained as were the expected factor structures. The RLQ was in general validated, but g ender, teaching level and teaching experience was found to significantly influence factor structures and scores on all three instruments. Conclusion: The meaning and implications of these findings are disc ussed as they are important to both research on and theories of leadership. These finding also have a number of key and important policy implications in the assessment and evaluation of educational leader s from school principals to university presidents and legislative committee members. These later implications are also discussed in detail and in terms of the different model of educational leadership an d policy formulation they suggest.
Highlights
Of the many theories of leadership developed, relational leadership (Komives et al, 1998; Regan and Brooks, 1995) is one that focuses on the nature of the relationships that exist between the leader and those led; for example; principals and teachers
Since there is no objective measure of relational leadership available, this study sought to develop and validate a relational leadership scale that measured the 5 consensus characteristics identified from the literature on relational leadership
The purpose of this article is to present the details of the Relational Leadership Questionnaire (RLQ) developed and the various data that were collected to validate this scale in the exploratory and confirmatory studies done
Summary
Of the many theories of leadership developed, relational leadership (Komives et al, 1998; Regan and Brooks, 1995) is one that focuses on the nature of the relationships that exist between the leader and those led; for example; principals and teachers This view of leadership states that the leader-follower relationships have certain characteristics that will promote high trust and productivity (Deluga, 1994) and will improve organizational climate and the satisfaction of the stake holders associated with the organization (Regan and Brooks, 1995). The purpose of this article is to present the details of the Relational Leadership Questionnaire (RLQ) developed and the various data that were collected to validate this scale in the exploratory (pilot) and confirmatory (main) studies done
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