Abstract:

The main objective of this article is to discuss about the validity and reliability of Teacher Sustainable Leadership Scale (TSLS). The 600-trained teachers are chosen by using multistage cluster sampling technique from 60 secondary schools in Malaysia as sample. For the first phase of the study, the Exploratory Factor Analysis (EFA) has been carried out by using data from 200 samples. The content validity, criterion validity and construct validity analyses have been carried out in the first phase of the study. The EFA via varimax method has developed seven factors, consisted of 30 items of TSLS with factor loadings range from .55 - .87. The reliability coefficient for the overall item is α = .85, however, the α for each factor developed ranged from .66 to .90. The Confirmatory Factor Analysis (CFA) has been carried out for the second phase of the study, using data of 400 samples. The aim of this analysis is to support the factor structure developed from the first phase of the study. The reliability coefficient of the 30 items is α = .96, thus, the α for each factor emerged ranged from .76 to .91. As the result, the CFA output has supported the seven factors of TSLS developed from the first phase of the study. Therefore, these analyses have generated a new pool of TSLS scale to measure the constructs of Teacher Sustainable Leadership elements. Furthermore, the findings are valuable for the ministry of education, researchers, and teachers, as to assess teacher sustainable leadership capacity among teachers in Malaysia.

Keywords:

teacher sustainable leadership, scale development.