Psychometric Evaluation of the Adaptive Leadership Behaviors Among Secondary School Principals in a Selected Region of Ethiopia Based on Teachers' Perceptions
DOI:
https://doi.org/10.20372/star.V15.i1.04Keywords:
Adaptive Leadership Behaviors, Validation, Psychometric Properties, Secondary School Principals, Oromia, EthiopiaAbstract
The Adaptive Leadership Behaviors Scale has not yet been validated in Afan Oromo, within the secondary schools of Oromia Regional State. This study aimed to examine the psychometric soundness of the Afan Oromo adaptation of the scale and to evaluate its cultural relevance for assessing principals' adaptive leadership practices from teachers' perspectives in Ambo Town. A cross-sectional survey design was employed, and data were gathered from 251 secondary school teachers through a census sampling approach. Confirmatory factor analysis was conducted using SPSS 23.0 and AMOS. The findings revealed that the scale demonstrated strong psychometric performance, including adequate content validity (CVI = .94), acceptable and strong model fit indices (χ²/df = 0.885, GFI = 0.922, AGFI = 0.905, CFI = 1.000, RMSEA = 0.000), solid construct validity (CR = .83–.87; AVE = .48–.52; √AVE > r), and reliable internal consistency (α = .92). Overall, the results were a valid and reliable instrument for assessing adaptive leadership in secondary school contexts. The study therefore recommends that the Afan Oromo version of the scale can be considered a viable option for assessing the adaptive leadership behaviors of secondary school principals in the specific cultural and linguistic context of Oromia, Ethiopia.
Downloads
References
Alene, A. A., Tsegaye, M. A., & Wolle, G. S. (2025b). The predictive effect of principals' adaptive leadership behaviour on teachers' workplace engagement in public secondary schools of Amhara, as perceived by teachers. Bahir Dar Journal of Education, 25(1), 22–40. https://doi.org/10.4314/10.4314/bdje.v25i1.3
Beaton, D. E., Bombardier, C., Guillemin, F., & Ferraz, M. B. (2018). Recommendations for the cross-cultural adaptation of health status measures. Spine, 25(24), 3186–3191. https://doi.org/10.1097/00007632-200012150-00014
Busa, A. I., Yakubu, I., & Olabode, H. A. (2024). Adaptive leadership in educational settings: Complex challenges and uncertain environments. FUDMA Journal of Research in Educational Psychology and Counselling, 2(1), 45–60.
https://www.researchgate.net/publication/382357617
Campbell-Evans, G., Gray, J., & Leggett, B. (2014). Adaptive leadership in school boards in Australia: an emergent model. School Leadership and Management, 34(5), 538–552. https://doi.org/10.1080/13632434.2014.938038
Cheung, G. W., Cooper Thomas, H. D., Lau, R. S., & Wang, L. C. (2023). Reporting reliability, convergent and discriminant validity with structural equation modeling: A review and best practice recommendations. Asia Pacific Journal of Management, 41(3), 745–783. https://doi.org/10.1007/s10490-023-09871-y
Cruchinho, P., López-Franco, M. D., Capelas, M. L., Almeida, S., Bennett, P. M., Miranda da Silva, M., Teixeira, G., Nunes, E., Lucas, P., & Gaspar, F. (2024). Translation, cross-cultural adaptation, and validation of measurement instruments: A practical guideline for novice researchers. Journal of Multidisciplinary Healthcare, 17, 2701–2728. https://doi.org/10.2147/JMDH.S419714
Eggers, J. (2021). How teaching resilience can enable adaptive leadership. In R. J. Burke & A. M. Richardsen (Eds.), Adaptive leadership in a global economy (pp. 35–48). Routledge. https://doi.org/10.4324/9781003099109-3
Emran, M., Omran, M., & Abo-Thabet, W. (2024). Adaptive leadership practices and their relationship to the performance of school teachers in the West Bank – Palestine. World Journal of Advanced Research, 24(3), 3823. https://doi.org/10.30574/wjarr.2024.24.3.3823
Goshu, B. S., & Woldeamanuel, M. M. (2019). Education quality challenges in Ethiopian secondary schools. Journal of Education, Society and Behavioural Science, 31(2), 1–15. https://doi.org/10.9734/JESBS/2019/v31i230147
Grissom, J. A., Egalite, A. J., & Lindsay, C. A. (2021). How principals affect students and schools: A systematic synthesis of two decades of research. The Wallace Foundation. https://www.wallacefoundation.org/knowledge-center/Documents/How-Principals-Affect-Students-and-Schools.pdf
Hambleton, R. K. (2005). Issues, designs, and technical guidelines for adapting tests into multiple languages and cultures. In R. K. Hambleton, P. F. Merenda, & C. D. Spielberger (Eds.), Adapting educational and psychological tests for cross-cultural assessment (pp. 3–38). Mahwah, NJ: Lawrence Erlbaum Associates. https://doi.org/10.4324/9781410611758
Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2014). Multivariate data analysis (7th ed.). Pearson Education Limited. https://doi.org/10.1007/978-3-319-93584-0
Heifetz, R. A., Grashow, A., & Linsky, M. (2009). The practice of adaptive leadership: Tools and tactics for changing your organization and the world. Harvard Business Press. https://copilot.microsoft.com/chats/2BXVgWmsbPG3axDbEns3k
Izah, S. C., Sylva, L., & Hait, M. (2024). Cronbach's Alpha: A Cornerstone in Ensuring Reliability and Validity in Environmental Health Assessment. ES Energy & Environment, 23, 1057.
https://doi.org/10.30919/esee1057
Kyriazos, T. A. (2018). Applied psychometrics: Sample size and sample power considerations in factor analysis (EFA, CFA) and SEM in general. Psychology, 9(8), 2207–2230. https://doi.org/10.4236/psych.2018.98126
Linsky, M. (2011). Becoming an adaptive leader. Lifelong Faith Journal, 5(1), 3–10. https://www.afhto.ca/sites/default/files/wp-content/uploads/Adaptive-Leadership-2011
Liao, H.-C., & Wang, Y.-H. (2025). The development of a scale measuring medical mistrust among medical and healthcare students and providers. Journal of Multidisciplinary Healthcare, 18, 6923–6938. https://doi.org/10.2147/JMDH.S538146
Masuwai, A., Zulkifli, H., & Hamzah, M. I. (2024). Evaluation of content validity and face validity of the secondary school Islamic education teacher self-assessment instrument. Cogent Education, 11(1), 1-12.
https://doi.org/10.1080/2331186X.2024.2308410
Mongon, R., Chapman, C., Armstrong, P., & Collins, A. (2011). Qualities for effective school leadership. Northern Ireland Assembly Research and Library Service. Retrieved from https://archive.niassembly.gov.uk/researchandlibrary/2011/0211.pdf
Mutch, C. (2015). Leadership in times of crisis: Dispositional, relational and contextual factors influencing school principals' actions. International Journal of Disaster Risk Reduction, 14, 186–194.
https://doi.org/10.1016/j.ijdrr.2015.06.006
Nelson, T., & Squires, V. (2017). Addressing complex challenges through adaptive leadership: A promising approach to collaborative problem solving. Journal of Leadership Education, 16(4), 111–123. https://doi.org/10.12806/V16/I4/T2
Northouse, P. G. (2019). Leadership: Theory and practice (8th ed.). Sage Publications. https://lccn.loc.gov/2017049134
Potchana, R., Sanrattana, W., & Suwannoi, P. (2020). Indicators of adaptive leadership for teachers in Boromarajonani College of Nursing under Boromarachanok Institute: Developing and testing the structural relationship model. Journal of Education and Learning, 9(3), 92–98. https://doi.org/10.5539/jel.v9n3p92
Roy, P., & Sahu, K. K. (2024b). Building a roadmap for content validation: 6C model and validity index. International Journal of Research in Management, 6(1), 110–114. https://doi.org/10.33545/26648792.2024.v6.i1b.130
Sathyanarayana, S., & Mohanasundaram, T. (2024). Fit indices in structural equation modeling and confirmatory factor analysis: Reporting guidelines. Asian Journal of Economics, Business and Accounting, 24(7), 561–577. https://doi.org/10.9734/ajeba/2024/v24i71430
Schweizer, K., Gold, A., Krampen, D., & Troche, S. (2023). Conceptualizing Correlated Residuals as Item-Level Method Effects in Confirmatory Factor Analysis. Educational and Psychological Measurement, 84(5), 869-886. https://doi.org/10.1177/00131644231218401
Shi, J., Mo, X., & Sun, Z. (2012). Content validity index in scale development. Journal of Central South University (Medical Sciences), 37(2), 152–155.
https://doi.org/10.3969/j.issn.1672-7347.201 2.02.007
Singh, A. S., & Masuku, M. B. (2014). Sampling techniques & determination of sample size in applied statistics research: An overview. International Journal of Economics, Commerce and Management, 2(11), 1–22. http://ijecm.co.uk/
Striepe, M., & Cunningham, C. (2021). Understanding educational leadership during times of crises: a scoping review. Journal of Educational Administration, 60(2), 133–147. https://doi.org/10.1108/jea-03-2021-0057
Sundram, S., & Romli, N. (2023). A pilot study to test the reliability and validity of the research instrument. Malaysian Journal of Social Sciences and Humanities, 8(3), e002149. https://doi.org/10.47405/mjssh.v8i3.2149
Techo, V. P. (2021) Optimistic Leadership for the 21st Century and Beyond, The Journal of Values Based Leadership, 14 (2), 1–12.
https://doi.org/10.22543/0733.142.1360
Totton, N., Lin, J., Julious, S., Chowdhury, M., & Brand, A. (2023). A review of sample sizes for UK pilot and feasibility studies on the ISRCTN registry from 2013 to 2020. Pilot and Feasibility Studies, 9, 1416. https://doi.org/10.1186/s40814-023-01416-w
Yukl, G., & Mahsud, R. (2010). Why flexible and adaptive leadership is essential. Consulting Psychology Journal: Practice and Research, 62(2), 81–93.
Downloads
Published
How to Cite
License
Copyright (c) 2026 Journal of Science, Technology and Arts Research
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
STAR © Copyright; All rights reserved
