Assessing instructional leadership: a longitudinal study of new principals

Abstract

Purpose

The purpose of this paper is to evaluate the psychometric properties of the Self Assessment of Leadership of Teaching and Learning (SALTAL) inventory, in conditions of repeated administration.

Design/methodology/approach

In 2006 and 2007, nearly all of New Zealand's newly‐appointed school principals participated in an 18 month induction program (First Time Principals). The SALTAL self‐report was administered in three waves (i.e. before FTP, after two residential courses, and at the end of the FTP) to two cohorts. This voluntary survey was completed all three times by 55 per cent (n=86) and 44 per cent (n=85) of 2006 and 2007 participants respectively. Multi‐group confirmatory factor analysis evaluated the stability of the SALTAL factor structure for each of the six administrations. Longitudinal curve modeling evaluated the linear effect of time on SALTAL responses.

Findings

Responses to SALTAL were found to be statistically equivalent across all six administrations. The longitudinal model was statistically invariant between cohorts. Initial scores were inversely correlated with changes over time. Increased time had a significant effect on SALTAL scores.

Originality/value

The paper shows that the SALTAL has demonstrable stability in eliciting response in repeated administration and is useful for studying the impact of leadership development programs.

Citation

Brown, G.T.L. and Chai, C. (2012), "Assessing instructional leadership: a longitudinal study of new principals", Journal of Educational Administration, Vol. 50 No. 6, pp. 753-772. https://doi.org/10.1108/09578231211264676