Abstract
Teacher leadership is gaining momentum in the school improvement program nowadays. School reformation depends on teacher leaders' ability to implement new approaches and help colleagues develop their skills, values, and expertise. Thus, this study aimed to develop and validate the teacher leadership instrument to measure the aspect of value using Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA), which has 31 items. The data were analyzed using Statistical Packages for the Social sciences version 22 and Structural Equation Modelling version 20.0. This study was administered to 320 teachers in 19 secondary schools in Kuala Lumpur, Malaysia, using questionnaires. The Exploratory Factor Analysis (EFA) yielded a 29 items three-factor model termed as Being a Consultant (PR), Fostering a Cooperation Culture (MBK), and Leading the Teaching and Learning Process (PPdP). The Confirmatory Factor Analysis yielded 17 items demonstrating three factors that achieved the model fit index, with Chi-squared/degree of freedom (Chisq/df) = 2.541, Tucker-Lewis Index (TLI) = 0.934, Comparative Fit Index (CFI) = 0.944; and Root Mean Square Error of Approximation (RMSEA) = 0.070. The composite reliability and average variance extracted of the domains ranged from 0.54 to 0.57 and 0.85 to 0.89. The study found that the instrument is valid and reliable in measuring the values aspect of teacher leadership models. This model's development can have a huge impact on teachers' leadership training through the teachers' professionalism improvement programs.
Highlights
Teachers act as the core in determining the success of the implementation of the national curriculum
The Exploratory Factor Analysis (EFA) results on the Teacher Leadership Values instrument show that the Kaiser-Meyer-Olkin (KMO) sample adequacy test at 0.91 and Bartlett’s Test of Sphericity with a chi-square value of 2712.443 at 465 degrees of independence are significant, p < 0.05
It proved that the number of samples used in EFA was sufficient [58]
Summary
Teachers act as the core in determining the success of the implementation of the national curriculum. Teachers with positive self-values can influence the school's teaching and learning environment and make a significant impact on students' learning process [2]. Teachers with low self-esteem will have a lower motivation to carry out their entrusted responsibilities. According to Zakaria et al [6], teachers should practice and appreciate values first before educating the children This finding is in line with the statement made by Lickona [7] that described teachers as role models in values. They must act as guardians, models, and mentors to the students. They need to create a moral community, practice the righteous discipline, build a democracy class, teach values across the curriculum, use cooperative learning, build conscience of craft, foster concern beyond the classroom, and build a positive culture in the school cooperated with the parents
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