Turkish Adaptation of Teacher Leadership Scale: Validity and Reliability Study

The aim of the study is to adapt the Teacher Leadership Scale, developed by Xie et al. (2021), into Turkish. Through this adaptation, it sought to contribute to the investigation and presentation of teacher leadership in the dimensions of integrative leadership, professional learning leadership, measurement and evaluation leadership, instructional leadeship, community leadership, and policy leadership. Within this scope, data were collected from 397 teachers working in public schools in Türkiye. The Teacher Leadership Scale (TLS) was used to obtain data in this research. The original Teacher Leadership Scale consists of six dimensions and includes 32 items. The research data were collected and subsequently analyzed using SPSS Statistics 25 and AMOS 24 software packages. The validity and reliability analyses of the scale were conducted in a manner to ensure its adaptation to Turkish culture using scientific methods and a multi-perspective approach. Confirmatory Factor Analysis (CFA) was performed to determine the construct validity of the scale's original structure in the Turkish cultural context. To determine the convergent validity of the scale, Composite Reliability (CR) and Average Variance Explained (AVE) values were evaluated together. To establish the reliability of the scale, internal consistency and composite reliability analyses were conducted using Cronbach's Alpha and McDonald's Omega coefficients. The test-retest method was used to determine the scale's stability over time. Furthermore, item-total correlation values were examined to assess whether the scale items contributed to the scale's structure. As a result of the validity and reliability analyses performed on the scale, the Teacher Leadership Scale was established with six dimensions and 24 items. The analyses concluded that the TLS is appropriate, valid, and reliable for use in the Turkish culture.