Scale Development and Validation of a Higher-Order Middle Leaders’ Instructional Behaviours
| dc.contributor | Universiti Sains Malaysia | |
| dc.contributor | Universiti Sains Malaysia | |
| dc.contributor.author | Zhilin Zhou | |
| dc.contributor.author | Lei Mee Thien | |
| dc.date.accessioned | 2025-09-02T00:16:36Z | |
| dc.date.available | 2025-09-02T00:16:36Z | |
| dc.description | Middle leaders’ instructional behaviours are vital for improving instructional quality, yet a well-validated scale remains lacking. This study addresses this gap by conceptualizing the construct of middle leaders’ instructional behaviours and by developing and validating a scale using rigorous scale validation procedures. A sequential exploratory mixed-methods design was adopted; qualitative findings informed the development of the initial item. Quantitative data from 563 middle leaders were obtained through two separate rounds of data collection and analyzed using exploratory factor analysis, confirmatory factor analysis, and structural equation modeling. The results support Middle leaders’ instructional behaviours as a multidimensional, Higher-Order construct with four dimensions: Setting Department Vision, Supervising Teacher Teaching, Supporting Teacher Learning, and Modeling Instructional Practices. Findings support the scale’s predictive validity through its association with teachers’ affective commitment. The scale is reliable and valid, can be applied across diverse contexts, and warrants further exploration to ensure its generalizability. | |
| dc.identifier.uri | https://opendata.usm.my/handle/123456789/74727 | |
| dc.language.iso | en | |
| dc.rights.uri | http://creativecommons.org/licenses/by/4.0/ | |
| dc.title | Scale Development and Validation of a Higher-Order Middle Leaders’ Instructional Behaviours | |
| dc.type | Dataset |