Development and validation of teacher classroom leadership scale in EFL context

ABSTRACT

Classroom leadership can pose a problem for teachers in their classrooms. Despite the importance of this concept, no validated instrument was found to measure this construct as it relates to classrooms. To fill the gap, this study developed and validated teacher classroom leadership scale (TCLS) in an English foreign language context (EFL). A scale with 55 items was developed and validated. In the initial stage, the 55 items were piloted and tested through exploratory and confirmatory data analyses. Twenty-three items were removed in exploratory and confirmatory factor analyses and a seven-factor model was identified representing TCLS. The results showed that the factor structure, internal reliability, and a convergent and discriminate validity of teacher classroom leadership scale (TCLS) are satisfactory.

Acknowledgments

The authors would like to thank all principals across different high schools, middle school, and English language learning institutions that gave us the permission to administer the questionnaire in their workplace. Moreover, we would like to thank all EFL teachers who sincerely participated in the study and completed the questionnaire.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Reza Khany

Reza Khany is an associate professor in applied linguistics at Ilam University, Ilam, Iran. His research interests include Applied Linguistics, SLA, Psycholinguistics, and English for Specific Purposes (ESP). He has published many papers in international and local journals.

Fian Ghasemi

Fian Ghasemi is a MA graduate in TEFL at Ilam University, Ilam, Iran. Her main research interest is teacher and teacher education.