Developing and Validating the Middle Leaders’ Instructional Leadership Scale in the Digital Era
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Joanne Philip
Lei Mee Thien
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The scarcity of validated scale to measure digital instructional leadership among middle leaders has prompted the current study to develop and validate of a MLDIL scale in digital context. Data were collected from 685 primary school teachers in the Northern zone of Malaysia. Deriving from the theoretical underpinnings by Tang et al.’s (2022) in-depth literature synthesis, our psychometric analyses confirmed a four-factor structure comprising 22 items, representing (1) building a departmental vision, (2) integrating instruction and curriculum, (3) developing a collaborative culture, and (4) boosting teachers’ innovative capacity. The scale demonstrated strong content validity, convergent validity, discriminant validity, concurrent validity, and measurement invariance. This validated multidimensional instrument provides a robust foundation for evaluating middle leaders’ digital instructional leadership, offers empirical evidence to inform capacity building, and supports the design of targeted professional development programs aligned with the evolving demands of digital-era schooling.
Keywords
Middle leaders , Instructional leadership , Scale development and validation