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Related Experiment Video

Updated: May 9, 2026

Qualitative and Quantitative Validation of Tools with Rating Scales Aimed at Assessing the Quality of University Service-Learning

Qualitative and Quantitative Validation of Tools with Rating Scales Aimed at Assessing the Quality of University Service-Learning

Published on: August 29, 2025

Leadership: validation of a self-report scale.

Marc Dussault¹, Eric Frenette, Claude Fernet

¹Département des Sciences de la Gestion, Université du Québec a Trois-Rivières, C.P. 500, Trois-Rivières, Canada G9A 5H7. Marc.Dussault@uqtr.ca

Psychological Reports

|July 10, 2013

Summary

This summary is machine-generated.

A new leadership questionnaire was developed and validated for school principals. The final 21-item scale effectively measures leadership dimensions, aligning with established theories.

Related Experiment Videos

Last Updated: May 9, 2026

Qualitative and Quantitative Validation of Tools with Rating Scales Aimed at Assessing the Quality of University Service-Learning

Qualitative and Quantitative Validation of Tools with Rating Scales Aimed at Assessing the Quality of University Service-Learning

Published on: August 29, 2025

Area of Science:

Educational Leadership
Psychometrics
Organizational Behavior

Background:

Leadership is crucial in educational settings.
Existing leadership questionnaires may have limitations.
A validated self-report measure is needed for school principals.

Purpose of the Study:

To develop and validate a new self-report leadership questionnaire.
To test the factor structure of the proposed leadership scale.
To ensure the questionnaire is concise and psychometrically sound.

Main Methods:

Classical Test Theory for item analysis.
Rasch analysis to refine items.
Confirmatory Factor Analysis (CFA) with structural equation modeling.
Invariance testing with a second sample.

Main Results:

A 21-item questionnaire was finalized.
A hierarchical model with leadership as a third-order dimension, transactional and transformational as second-order dimensions, and laissez-faire as a first-order dimension showed good fit.
Factor structure invariance was confirmed across principal and vice-principal samples.

Conclusions:

The new leadership questionnaire demonstrates a robust factor structure.
The scale aligns with Bass's (1985) theoretical model of leadership.
This validated instrument can be used to assess leadership in educational contexts.