Teacher leadership and The Scale of its Measurement in Schools

The purpose of this study was to study teacher leadership, construct and validate the scale of its measurement in schools. Research method was descriptive and statistical population included all High School Teachers in Yasuj City, 740 persons in academic year 2016- 2017. We used theoretical and empirical basis of research for designing a scale of 43 items to measure teacher leadership in dimensions of "knowledge and ability", "developmental vision", "ethics", "accountability", "influence", "participation", "Creating a positive environment " and " appreciation ". Content validity of the questionnaire was confirmed by experts. The sample size was selected totaled 252 persons based on Krejcie and Morgan(1970) table and researcher-made questionnaire was distributed among them. After obtaining content validity and being Significant of the Bartlett test (P≤ 0.05), divergent validity was investigated using exploratory analysis and findings showed that 8 factors totally explain 60 percent of variance test, and all items except items 6, 7, 32 and 38 had acceptable factor loading according to their own factors, and finally 39 items Confirmed. The Construct validity of questionnaire was investigated through first and second order confirmatory factor analysis and The results showed that all dimensions of the questionnaire have significant correlation coefficients (t≥ 1.96), also, The results showed that all factors have a significant loading factor with the teacher leadership. Furthermore, the results indicated that the Cronbach's alpha coefficient of the total teacher leadership scale and all its dimensions were more than 0.70, indicating the desirability of the reliability of the designed questionnaire.