Establishing Reliable Measures for Examining the Mediating Role of Teachers' Innovative Leadership in Transformational Leadership and Continuing Professional Development: A Pilot Study in China
DOI:
https://doi.org/10.37134/bitara.vol18.2.13.2025Keywords:
Principal's transformational leadership, teachers' innovative leadership, teacher continuing professional development, Chinese Demonstrative High SchoolsAbstract
The rapid changes in today’s educational environment require teachers to pursue continuing professional development to effectively respond to evolving educational demands and challenges. This is crucial for enhancing teaching quality and adapting to educational transformations. Therefore, based on a comprehensive literature review and theoretical analysis, this study identified relevant constructs and variables. Reliable measurement scales were then adapted and culturally calibrated to examine the impact of Principal’s Transformational Leadership (PTL) on Teacher Continuing Professional Development (TCPD) and to assess the mediating role of Teacher Innovative Leadership (TIL). The study selects 125 demonstrative high school teachers from Guangxi, China, as a sample. Data were collected through a questionnaire survey. Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were used to test the construct validity of the questionnaire. Cronbach’s Alpha coefficient was also used to evaluate the internal consistency of the questionnaire. The results show good discrimination among the constructs. The internal consistency of the questionnaire was high (Cronbach's Alpha coefficient greater than 0.9). This indicates excellent reliability and validity. In total, the questionnaire was confirmed as effective and reliable, successfully retaining 62 out of the original 69 items. This pilot study verified the validity of the measurement tools. It laid a foundation for subsequent formal research. It also provided preliminary evidence for further exploration of the relationship between PTL, TIL, and TCPD. The successful implementation of this pilot study provides theoretical support for further research on educational leadership and teachers' professional development. It also provides a reference for principals on how to effectively inspire and support teachers' innovation and development in practice.
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