The Development of Teacher Leadership Inventory in Malaysian Educational Context
The aim of this article is to report the development, validity, and reliability of Teacher Leadership Inventory (TLI). The sample of the study consists of 244-trained teachers who are chosen using multistage cluster sampling technique from 19 secondary sc
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The Development of Teacher Leadership Inventory in Malaysian Educational Context Mahaliza Mansor, Jamal Nordin Yunus, and Fanny Kho
11.1 Introduction Teaching is creative and complex and requires high skills. Hence, teachers must constantly deepen their knowledge, skills, and value to be effective leader throughout their careers. In recent studies, teacher leadership has been defined as it is centered on a vision of a teacher who is able to build influence and interaction, rather than power and authority (Poekert, 2012). According to Fairman and Mackenzie (2012), teacher leadership emerged within many different contexts, such as individual and collective efforts; informal and formal actions; narrowly focused and broader school-wide improvement efforts; a school climate of isolation and mistrust; or one of collegiality, shared vision, and trust. Whereas, Hunzicker (2013) reported that teacher leadership roles and responsibilities are closely related to student-focused concerns. However, their self-efficacy increase when the teacher actively pursued leadership skills and positively influence their self-conceptions of teacher leadership. Meanwhile, according to Danielson (2006), the leadership of teacher is the activities carried out by individuals who have knowledge and skills to influence other individuals inside and outside the organization. This in line with A. Ghani, Radzi, Marzuki, and Faisol (2014) and Fairman and Mackenzie (2015), where teacher leadership concept refers to teachers who make a difference whether within or outside the organization through knowledge and skill and style that affects colleagues. Therefore, it is shown that teachers use the knowledge, skills, and value to influence colleagues in adopting best practices in school. There are at least three major elements need to be considered in enhancing teacher leadership, which is knowledge, M. Mansor (*) · J. N. Yunus · F. Kho Faculty Management and Economics, Sultan Idris Education University, Tanjung Malim, Perak, Malaysia e-mail: [email protected]; [email protected]; [email protected] © Springer Nature Switzerland AG 2020 P. Isaias et al. (eds.), Technology Supported Innovations in School Education, Cognition and Exploratory Learning in the Digital Age, https://doi.org/10.1007/978-3-030-48194-0_11
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skill (Fairman & Mackenzie, 2012; Katzenmeyer & Moller, 2009; Phelps, 2008; York-Barr & Duke, 2004), and value (MOE, 2009), of the teacher, which are going to discussed further below. At present, few instruments exist to measure teacher leadership by using these three elements especially in Malaysian high schools. Meanwhile, most scales were developed in the West such as Katzenmeyer and Moller (2009) and this scale is not designed to tap into the perceptions of teachers, which were reviewed to be meaningful, powerful, and intense in the lives of Malaysians. Therefore, it is a need to develop and validate a good reliable scale which is more suitable to Malaysian educational context. Hence, the objecti
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