School Leadership Scale for Teachers’ Pedagogical Competence (SLSS-TPC): Designing and Validity Evaluation

Abstract

Background: School leadership (SLS) plays an important role in the development of the whole school system, especially in the improvement of the teachers’ pedagogical competence (TPC). The quality of TPC was not up to the mark hence it was expected that SLS may help teachers to improve their pedagogical competence (PC).
 Purpose: This study aimed to design and assess the content validity of a school leadership scale to improve the teachers’ pedagogical competence (TPC) by using content validity ratio (CVR), content validity index (CVI), and modified Kappa coefficient (K*).
 Methods: The SLSS-TPC used the three-stage procedure outlined by Almanasreh et al. (2018). Based on the literature review, thirty-six (36) items were formulated. The researcher consulted ten experts to establish the content validity through content validity ratio (CVR), content validity index (CVI), and Modified Kappa (K*) by using the methods of Lawshe (1975), Yusoff (2019), and Polit et al. (2007), respectively. CVR was calculated on a 3-point scale whereas CVI was calculated through a 4-point scale. Items with low CVR (< .62) and low I-CVI (< .78) were not considered.
 Results: The instrument consists of 4 constructs: (1) the role of the school head as a transformational leader, (2) the role of the school head as an instructional leader, (3) the role of the school head as a distributed leader, and (4) the role of school head as an authentic leader. After evaluation, thirty-two (32) items remained on the scale. The values for CVR ranged from .80 to 1 and for I-CVI values ranged from .90 to 1. The value of S-CVI/Ave was .96 and the value for K* ranged from .90 to 1. All these values provided evidence for the excellent content validity of the instrument.
 Conclusion: The newly developed school leadership scale for TPC (SLSS-TPC) had acceptable CVR, CVI, and K*