DESIGN, VALIDITY, AND RELIABILITY OF THE INSTRUCTIONAL LEADERSHIP MEASUREMENT INSTRUMENT FOR THE MIDDLE LEADER TEAM

Instructional leadership has diverse definitions, constructs, and measurement items based on the understanding of the research context in which the studies are conducted. The definition of instructional leadership needs to be clarified, either in terms of constructs or measurement items, to assess the capabilities of educational leaders in educational institutions, particularly the Middle Leader Team (MLT). Therefore, this research aims to define the instructional leadership of MLT, along with the relevant constructs, followed by the evaluation of validity and reliability through a needs analysis in designing and developing the MLT instructional leadership measurement instrument. All constructs were developed, adapted, and modified from the instructional leadership constructs by Hallinger and Murphy (1985), which include defining the mission, managing the instructional program, and creating a conducive teaching and learning climate. These constructs comprised 71 measurement items, which underwent face validity and content validity processes by eight expert evaluators in the field of educational leadership and management using a four-point scale. The Content Validity Index (CVI) and Kappa Coefficient values were used, and the findings revealed that only 43 measurement items achieved an acceptance value of more than 0.83 and were fully endorsed by the expert consensus, while 28 measurement items were dropped due to achieving an acceptance value of less than 0.83. Therefore, the 43 measurement items representing the three dimensions which include defining the mission, managing the instructional program, and creating a conducive teaching and learning climate were retained for further statistical testing.