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Exploring the reliability and validity of research instruments to examine secondary school principals' authentic leadership behavior and psychological capital.

机译：探索研究工具的可靠性和有效性，以检验中学校长的真实领导行为和心理资本。

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摘要

This study presents research on the Psychological Capital Questionnaire (PCQ-24) and the Authentic Leadership Questionnaire (ALQ) in a sample of Arizona secondary school principals. A comprehensive literature review was conducted linking the constructs of psychological capital and authentic leadership to other forms of positive leadership, effective organizational change theories, positive psychology, organizational learning, and empirical research on effective schools. A conceptual model of effective leadership for positive organizational was developed with psychological capital and authentic leadership as critical components.;The goal of the study was to determine whether or not these measures of psychological capital and authentic leadership are valid, reliable, and appropriate for further research in educational settings.;A confirmatory factor analysis quantitatively examined the goodness of fit between the data collected from Arizona secondary school principals and the predefined factor structure supported by previous theory and research. A sample of N=147 for the ALQ and N=149 for the PCQ-24 were collected from active secondary principals in Arizona.;The following questions guided this study: 1. Is the factor structure of the PCQ-24 and the ALQ consistent with the theoretical model? 2. What are the internal consistencies (reliabilities) of the sub scales and the overall reliability for each questionnaire? 3. Are there any significant mean differences in psychological capital or authentic leadership behavior given any of the principal characteristics or school demographics? 4. What is the relationship between psychological capital and authentic leadership?;Findings from the study suggested that the correlated four-factor model was a better fit than the theoretical latent factor model for both instruments. Overall reliability met acceptable levels for both instruments; however, some subscales in the self-report ALQ instrument were unreliable. Significant mean differences in principals' age and years as a principal were found in both instruments, along with mean differences on some school demographic factors. Several of these differences support the theoretical constructs of psychological capital and authentic leadership within this population.;Given the tentative results of the instruments, additional research is recommended in validating these instruments and potentially modifying them slightly for a population of educators. Additional recommendations and limitations conclude this study.
机译：本研究以亚利桑那州一家中学校长为样本，对心理资本问卷（PCQ-24）和真实领导力问卷（ALQ）进行了研究。进行了全面的文献综述，将心理资本和真实领导力的建构与其他形式的积极领导，有效的组织变革理论，积极的心理学，组织学习以及对有效学校的实证研究联系起来。建立了以心理资本和真实领导为关键组成部分的有效组织的有效领导概念模型。该研究的目的是确定这些心理资本和真实领导措施是否有效，可靠并且适合于进一步发展。验证性因子分析定量地检验了从亚利桑那州中学校长收集的数据与先前理论和研究支持的预定义因子结构之间的拟合优度。从亚利桑那州活跃的二级校长那里收集了ALQ的N = 147和PCQ-24的N = 149的样本。以下问题指导了本研究：1. PCQ-24和ALQ的因子结构是否一致用理论模型？ 2.子量表的内部一致性（可靠性）和每份问卷的整体可靠性是什么？ 3.考虑到任何主要特征或学校人口统计学，在心理资本或真实领导行为上是否存在显着的平均差异？ 4.心理资本与真实领导力之间的关系是什么？研究的结果表明，对于这两种工具，相关的四因素模型比理论上的潜在因素模型更适合。两种仪器的总体可靠性均达到可接受的水平；但是，自我报告ALQ仪器中的某些子量表不可靠。在这两种工具中，都发现校长的年龄和校长的年平均差异显着，同时在某些学校人口统计学因素上也存在差异。其中一些差异支持该人群中心理资本和真实领导力的理论建构。鉴于这些工具的初步结果，建议进行更多的研究来验证这些工具，并可能对一群教育者进行些微修改。其他建议和局限性结束了本研究。

著录项

  • 作者

    Corner, Kevin J.;

  • 作者单位

    The University of Arizona.;

  • 授予单位 The University of Arizona.;
  • 学科 Educational leadership.;Management.;Secondary education.
  • 学位 Ed.D.
  • 年度 2015
  • 页码 342 p.
  • 总页数 342
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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