CONSTRUCT VALIDITY ON THE TEACHER LEADERSHIP COMPONENTS OF TEACHER UNDER THE SECONDARY EDUCATIONAL SERVICE AREA OFFICE NAKHON RATCHASIMA

Abstract

Teacher leadership plays a crucial role in fostering learning communities and enhancing the performance of fellow teachers and educational personnel. This study aimed to examine the structural validity of teacher leadership components in schools under the jurisdiction of the Nakhon Ratchasima Secondary Educational Service Area Office. The sample consisted of 314 teachers selected through multistage sampling. Data were collected using a five-point Likert scale questionnaire with a reliability coefficient of 0.96. The data were analyzed using confirmatory factor analysis. The findings revealed that teacher leadership consists of six components: 1) Self and peer development, 2) Participation in development, 3) Academic leadership, 4) Learner-centered instruction, 5) Change leadership, and 6) Positive teacher attributes. These components aligned with empirical data, as indicated by Chi Square = 418.406, df = 393, relative Chi Square = 1.065, p = .181, RMSEA = .014, RMR = .017, GFI = 0.938, and NFI = 0.978, demonstrating the model's validity. The component with the highest factor loading was self and peer development, followed by participation in development, academic leadership, learner-centered instruction, change leadership, and positive teacher attributes. The findings confirm that the teacher leadership components exhibit an appropriate structural validity based on the established criteria.