Adapting the Interprofessional Collaborative Leadership to the Turkish Context

Purpose: This study aims to adapt the Interprofessional Collaborative Leadership (ICL) Scale into Turkish and examine its psychometric properties. Collaborative leadership serves as a vital construct for assessing students' leadership and collaborative capabilities, particularly within interdisciplinary teamwork and project-based learning settings in higher education. Method: A cross-sectional survey design was employed with undergraduate students. Following rigorous translation and back-translation procedures for linguistic equivalence, content validity was verified by expert reviews. The four-factor structure comprising symbiotic relationships, mindfulness, capacity to lead, and shared assets was examined through Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA). Internal consistency reliability was determined using Cronbach’s alpha and composite reliability coefficients. Findings: The results of the EFA and CFA confirmed a four-dimensional construct consistent with the original scale. The Cronbach's alpha coefficient for the overall scale was above 0.90, indicating high internal consistency, while the subscales also demonstrated strong reliability. Conclusion: The Turkish adaptation of the ICL Scale is an empirically valid and reliable instrument. Achieving its intended purpose, the scale provides educators and researchers with a rigorous measurement tool to assess, foster, and monitor collaborative leadership attributes in interdisciplinary group projects and professional training programs.