Medición de la importancia del liderazgo pedagógico de acuerdo con la percepción de los evaluadores

  1. Raúl González-Fernández
  2. Ernesto López-Gómez 1
  3. Buratin Khampirat 1
  4. Samuel Gento 1
  1. 1 Universidad Nacional de Educación a Distancia
    info
    Universidad Nacional de Educación a Distancia

    Madrid, España

    ROR https://ror.org/02msb5n36

    Geographic location of the organization Universidad Nacional de Educación a Distancia
Journal:
Revista de educación

ISSN: 0034-8082

Year of publication: 2021

Issue: 394

Pages: 39-66

Type: Article

DOI: 10.4438/1988-592X-RE-2021-394-500 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Revista de educación

Abstract

There are numerous studies on pedagogical leadership, but there is a lack of instruments for measuring pedagogical leadership based on the contextual and cultural characteristics of the Spanish educational system. The purposes of this study were to examine the factor structure of the Pedagogical Leadership Scale (PLEADS), to test the measurement invariance properties of the factor structure of the PLEADS across groups of principals, directing team members, and teachers; and to study the effect of the types of assessors and assesses on the determination of the importance of leadership. This study collected data from 2,107 stakeholders. Of these, 62.32% were females, and 37.64% were males (0.04% didn´t answer). The stakeholders assessed the importance of pedagogical leadership for 729 principals, 330 other directing team members, and 1,048 teachers. Multigroup confirmatory factorial analysis is performed to test the invariance of the factor structure. Multiple linear regression analyses were employed to assess the influence of the type of leader and stakeholder on the leadership score. Participants assessed pedagogical leadership of the three groups using a single factor structure. The results supported that PLEADS can be well applied to assess the perception of the importance of pedagogical leadership by stakeholders, and cross-group comparisons of the PLEADS can be made. These findings provide evidence of the validity, reliability, and invariance of the PLEADS in Spain, confirming that it can be applied in other countries.

Bibliographic References

  • Abbas, W., & Asghar, I. (2010). The role of leadership in organizational change: Relating the successful organizational change to visionary and innovative leadership. University of Gävle: Sweden.
  • Alvarez, O., Tomás, I., Estevan, I., Molina-García, J., Queralt, A., & Castillo, I. (2018). Assessing teacher leadership in physical education: The Spanish version of the transformational teaching questionnaire. Anales De Psicología / Annals of Psychology, 34(2), 405-411. https:// doi.org/10.6018/analesps.34.2.291711
  • Antoniou, P., & Lu, M. (2017). Evaluating the measuring properties of the principal instructional management rating scale in the Chinese educational system: Implications for measuring school leadership. Educational Management Administration & Leadership, 46(4), 624- 641. https://doi.org/10.1177/1741143217700282
  • Baptiste, M. (2019). No teacher left behind: The impact of principal leadership styles on teacher job satisfaction and student success Journal of International Education and Leadership, 9(1), 1-11.
  • Bolívar, A., Caballero-Rodríguez, K., & García-Garnica, M. (2017). Multidimensional assessment of school leadership: Keys to school improvement. Ensaio: Avaliação e Políticas Públicas em Educação, 25(95), 483-506. https://doi.org/10.1590/s0104-40362017002500780
  • Bolívar, A., López Yáñez, J., & Murillo, F. J. (2013). Liderazgo en las instituciones educativas: Una revisión de líneas de investigación. Revista Fuentes, 14, 19-61.
  • Bollen, K. A. (1989). Structural equations with latent variables. New York: John Wiley & Sons.
  • Bush, T. (2015). Understanding instructional leadership. Educational Management Administration & Leadership, 43(4), 487-489. https:// doi.org/10.1177/1741143215577035
  • Bush, T. (2016). School leadership and management in England: The paradox of simultaneous centralisation and decentralisation. Research in Educational Administration and Leadership, 1(1), 1-23.
  • Bush, T., & Glover, D. (2014). School leadership models: what do we know? School Leadership & Management, 34(5), 553-571. https://doi. org/10.1080/13632434.2014.928680
  • Byrne, B. M., & van de Vijver, F. J. R. (2017). The maximum likelihood alignment approach to testing for approximate measurement invariance: A paradigmatic cross-cultural application. Psicothema, 29(4), 539-551. https://doi.org/10.7334/psicothema2017.178
  • Carmines, E. G., & Zeller, R. A. (1979). Reliability and validity assessment. In E. G. Carmines (Ed.), Sage university papers series on quantitative applications in the social sciences (pp. 107-117). London: Sage.
  • Chen, F. F. (2007). Sensitivity of goodness of fit indexes to lack of measurement invariance. Structural Equation Modeling: A Multidisciplinary Journal, 14(3), 464-504. https://doi.org/10.1080/10705510701301834
  • Cheung, G. W., & Rensvold, R. B. (2002). Evaluating goodness-of-fit indexes for testing measurement invariance. Structural Equation Modeling: A Multidisciplinary Journal, 9(2), 233-255. https://doi. org/10.1207/S15328007SEM0902_5
  • Chou, C.-P., & Bentler, P. M. (1995). Estimates and tests in structural equation modeling. In R. H. Hoyle (Ed.), Structural equation modeling: Concepts, issues, and applications (pp. 37-55). Sage.
  • Cruz-González, C., Domingo Segovia, J., & Lucena Rodriguez, C. (2019). School principals and leadership identity: A thematic exploration of the literature. Educational Research, 61(3), 319-336. https://doi.org/1 0.1080/00131881.2019.1633941
  • Day, C., Sammons, P., Hopkins, D., Harris, A., Leithwood, K., Gu, Q., & Brown, E. (2010). 10 strong claims about successful school leadership. London: The National College for Leadership of Schools and Children’s Services.
  • Dimitrov, D. M. (2010). Testing for factorial invariance in the context of construct validation. Measurement and Evaluation in Counseling and Development, 43(2), 121-149. https://doi. org/10.1177/0748175610373459
  • Duke, D. L., Carr, M., & Sterrett, W. (2013). The school improvement planning handbook: Getting focused for turnaround and transition. Plymouth: Rowman & Littlefield Education.
  • Eichinger, R. W., & Lombardo, M. M. (2003). Knowledge summary siries: 360-degree assessment. Human Resource Planning, 26(4), 34-44.
  • Fullan, M. (2014). The principal: Three keys to maximizing impact. New York: Jossey-Bass.
  • García-Garnica, M. (2016). Construction and validation of a questionnaire to measure effective practices of principals´ pedagogical leadership. Profesorado. Revista de Currículum y Formación del Profesorado, 20(3), 493-526.
  • Gento, S. (2002). Instituciones educativas para la calidad total (Educational institutions of total quality). Madrid: La Muralla.
  • Gento, S., Huber, G. L., González Fernández, R., Palomares-Ruiz, A., & Orden-Gutiérrez, V. J. (2015). Promoting the quality of educational institutions by enhancing educational leadership. US-China Education Review B, 5(4), 215-232.
  • Gergen, K. J., & Hersted, L. (2016). Developing leadership as dialogic practice. In J. A. Raelin (Ed.), Leadership-aspractice: Theory and application (pp. 178-197). London: Routledge.
  • González-Fernández, R., Gento, S., & Orden-Gutiérrez, V. J. (2016). Importancia de la dimensión formativa de los líderes pedagógicos. Revista Iberoamericana De Educación, 70(131-144). https://doi. org/10.35362/rie70091
  • González-Fernández, R., Khampirat, B., López-Gómez, E., & Silfa-Sención, H.-O. (2020). La evidencia del liderazgo pedagógico de directores, jefes de estudios y profesorado desde la perspectiva de las partes interesadas. Estudios Sobre Educacion, 39, 207-228. https://doi. org/10.15581/004.39.207-228
  • Gunter, H., Hall, D., & Bragg, J. (2013). Distributed leadership: A study in knowledge production. Educational Management Administration & Leadership, 41(5), 555-580. https://doi.org/10.1177/1741143213488586
  • Hallinger, P. (2016). Bringing context out of the shadows of leadership. Educational Management Administration & Leadership, 46(1), 5-24. https://doi.org/10.1177/1741143216670652
  • Hallinger, P. (2019). Science mapping the knowledge base on educational leadership and management from the emerging regions of Asia, Africa and Latin America, 1965–2018. Educational Management Administration & Leadership, 1741143218822772. https://doi. org/10.1177/1741143218822772
  • Hallinger, P., & Heck, R. H. (2010). Collaborative leadership and school improvement: Understanding the impact on school capacity and student learning. School Leadership & Management, 30(2), 95-110. https://doi.org/10.1080/13632431003663214
  • Hallinger, P., & Lee, M. (2014). Mapping instructional leadership in Thailand: Has education reform impacted principal practice? Educational Management Administration & Leadership, 42(1), 6-29. https://doi.org/10.1177/1741143213502196
  • Harris, A., Jones, M., Ismail, N., & Nguyen, D. (2019). Middle leaders and middle leadership in schools: Exploring the knowledge base (2003– 2017). School Leadership & Management, 39(3-4), 255-277. https:// doi.org/10.1080/13632434.2019.1578738
  • Holmes, K., Clement, J., & Albright, J. (2013). The complex task of leading educational change in schools. School Leadership & Management, 33(3), 270-283. https://doi.org/10.1080/13632434.2013.800477
  • Hu, L.-t., & Bentler, P. M. (1999). Cut-off criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1-55.
  • Kline, R. B. (2011). Principles and practice of structural equation modeling. New York: Guilford Press.
  • Lahtero, T. J., Lang, N., & Alava, J. (2017). Distributed leadership in practice in Finnish schools. School Leadership & Management, 37(3), 217-233. https://doi.org/10.1080/13632434.2017.1293638
  • López-Gómez, E., & González-Fernández, R. (2018). La confianza relacional y la creación de capital profesional: Claves del liderazgo en las instituciones educativas. In A. Medina & E. Pérez (Eds.), Formación de líderes y directivos para el desarrollo sustentable de las Organizaciones e Instituciones (pp. 39-53). Madrid: UNED-Universitas.
  • Lopez-Zafra, E., Garcia-Retamero, R., & Martos, M. P. B. (2012). The relationship between transformational leadership and emotional intelligence from a gendered approach. The Psychological Record, 62(1), 97–114.
  • Male, T., & Palaiologou, I. (2013). Pedagogical leadership in the 21st century: Evidence from the field. Educational Management Administration & Leadership, 43(2), 214-231. https://doi. org/10.1177/1741143213494889
  • Malpass, R. S. (1977). Theory and method in cross-cultural psychology. American Psychologist, 32(12), 1069-1079. https://doi. org/10.1037/0003-066X.32.12.1069
  • McCarley, T. A., Peters, M. L., & Decman, J. M. (2016). Transformational leadership related to school climate: A multi-level analysis. Educational Management Administration & Leadership, 44(2), 322-342. https:// doi.org/10.1177/1741143214549966
  • Milfont, T. L., & Fischer, R. (2010). Testing measurement invariance across groups: Applications in cross-cultural research. International Journal of Psychological Research, 3(1), 111-121. https://doi. org/10.21500/20112084.857
  • Mullen, M. R. (1995). Diagnosing measurement equivalence in crossnational research. Journal of International Business Studies, 26(3), 573-596. https://doi.org/10.1057/palgrave.jibs.8490187
  • Nunnally, J. C. (1978). Psychometric theory (2nd ed.). New York: McGraw Hill.
  • OECD. (2013). Leadership for 21st century learning, educational research and innovation. Paris: OECD publishing. https://doi. org/10.1787/9789264205406-en
  • Oterkiil, C., & Ertesvåg, S. K. (2014). Development of a measurement for transformational and transactional leadership in schools taking on a school-based intervention. Educational Management Administration & Leadership, 42(4_suppl), 5-27. https://doi. org/10.1177/1741143214523011
  • Pérez-García, P., Bolívar, A., García-Garnica, M., & Caracuel, A. (2018). Adaptación española de la escala de liderazgo pedagógico Vanderbilt assessment of leadership in education (val-ed). Universitas Psychologica, 17(1), 1- 13. https://doi.org/10.11144/Javeriana.upsy17- 1.aeel
  • Pont, B., Nusche, D., & Hopkins, D. (2008). Improving school leadership volume 2: Case studies on system leadership. Paris: OECD publishing.
  • Pont, B., Nusche, D., & Moorman, H. (2008). Improving school leadership volume 1: Policy and practice. Paris: OECD publishing.
  • Pop, C., & Khampirat, B. (2019). Self-assessment instrument to measure the competencies of Namibian graduates: Testing of validity and reliability. Studies in Educational Evaluation, 60, 130-139. https://doi. org/10.1016/j.stueduc.2018.12.004
  • Putnick, D. L., & Bornstein, M. H. (2016). Measurement invariance conventions and reporting: The state of the art and future directions for psychological research. Developmental Review: DR, 41, 71-90. https://doi.org/10.1016/j.dr.2016.06.004
  • Rosser, V. J., Johnsrud, L. K., & Heck, R. H. (2003). Academic deans and directors: Assessing their effectiveness from individual and institutional perspectives. The Journal of Higher Education, 74(1), 1-25. https:// doi.org/10.1080/00221546.2003.11777185
  • Schoot, R. v. d., Lugtig, P., & Hox, J. (2012). A checklist for testing measurement invariance. European Journal of Developmental Psychology, 9(4), 486-492 https://doi.org/10.1080/17405629.2012.68 6740
  • Schreiber, J. B., Nora, A., Stage, F. K., Barlow, E. A., & King, J. (2006). Reporting structural equation modeling and confirmatory factor analysis results: A review. The Journal of Educational Research, 99(6), 323-338. https://doi.org/10.3200/JOER.99.6.323-338
  • Shaked, H., & Schechter, C. (2016). Systems thinking among school middle leaders. Educational Management Administration & Leadership, 45(4), 699-718. https://doi.org/10.1177/1741143215617949
  • Spillane, J. P. (2005). Distributed Leadership. The Educational Forum, 69(2), 143-150. https://doi.org/10.1080/00131720508984678
  • Tian, M., Risku, M., & Collin, K. (2015). A meta-analysis of distributed leadership from 2002 to 2013: Theory development, empirical evidence and future research focus. Educational Management Administration & Leadership, 44(1), 146-164. https://doi. org/10.1177/1741143214558576
  • Tian, M., & Virtanen, T. (2019). Shanghai teachers’ perceptions of distributed leadership: Resources and agency. ECNU Review of Education, 2096531120921051. https://doi.org/10.1177/2096531120921051
  • Tintoré, M., Cunha, R. S., Cabral, I., & Alves, J. J. M. (2020). A scoping review of problems and challenges faced by school leaders (2003– 2019). Educational Management Administration & Leadership, 1741143220942527. https://doi.org/10.1177/1741143220942527
  • Vaillant, D. (2015). School leadership, trends in policies and practices, and improvement in the quality of education. París: UNESCO.
  • Vandenberg, R. J., & Lance, C. E. (2000). A review and synthesis of the measurement invariance literature: Suggestions, practices, and recommendations for organizational research. Organizational Research Methods, 3(1), 4-70. https://doi.org/10.1177/109442810031002
  • Vilkinas, T. (2009). Predictors of leadership effectiveness for Chinese managers. Leadership & Organization Development Journal, 30(6), 577-590. https://doi.org/10.1108/01437730910981944
  • Vrieze, S. I. (2012). Model selection and psychological theory: a discussion of the differences between the Akaike information criterion (AIC) and the Bayesian information criterion (BIC). Psychological methods, 17(2), 228-243. https://doi.org/10.1037/a0027127
  • Wang, L. H., Gurr, D., & Drysdale, L. (2016). Successful school leadership: Case studies of four Singapore primary schools. Journal of Educational Administration, 54(3), 270-287. https://doi.org/10.1108/JEA-03-2015- 0022
  • Wenner, J. A., & Campbell, T. (2016). The theoretical and empirical basis of teacher leadership: A review of the literature. Review of Educational Research, 87(1), 134-171. https://doi.org/10.3102/0034654316653478
  • Yap, S. C. Y., Donnellan, M. B., Schwartz, S. J., Kim, S. Y., Castillo, L. G., Zamboanga, B. L., Weisskirch, R. S., Lee, R. M., Park, I. J. K., Whitbourne, S. K., & Vazsonyi, A. T. (2014). Investigating the structure and measurement invariance of the Multigroup Ethnic Identity Measure in a multiethnic sample of college students. Journal of Counseling Psychology, 61(3), 437-446. https://doi.org/10.1037/a0036253
Data source: Dialnet