Document Type : Original Research
Authors
1
Corresponding author, professor, Educational Sciences Department, University of Tabriz, Tabriz, Iran
2
PhD Student, Educational Sciences Department, University of Tabriz, Tabriz, Iran
3
. Associate Professor, Educational Sciences Department, University of Tabriz, Tabriz, Iran
10.48310/itt.2026.21924.1265
Abstract
The aim of the present study was to test the factor structure and measure the internal consistency of the Teacher Leadership Scale among Iraqi teachers. The research was applied in terms of purpose and descriptive-correlational in terms of the nature of the data. The statistical population included all junior high school teachers in Salahuddin province, Iraq in 2025.Using multi-stage cluster sampling method, 416 teachers from 10 schools were selected as a sample. The data collection tool in the present study was the Teacher Leadership Scale of Hoveida et al.The results of exploratory factor analysis with Varimax rotation showed that the teacher leadership scale has 8 factors: knowledge and ability, developmental perspective, ethics, strengthening student responsibility, influence, cooperation, creating a positive environment, and appreciation.The results of confirmatory factor analysis also showed that the factor loading of all 43 items was at a desirable level and all subscales had a significant correlation with each other; therefore, the validity of the factor structure was confirmed. Also, all fit indices (greater than 0.90) indicated a good fit of the model with the data. Also, validity and reliability indices including Cronbach's alpha coefficient and composite reliability (greater than 0.87), mean extracted variance (greater than 0.67), and univariate validity index (less than 0.68) also indicated the desired internal consistency, divergent validity, and convergent validity of the scale. According to the results,
Keywords
Main Subjects
)