The aim of this study is to develop a teacher leadership scale based on middle school students' perceptions. The study was conducted in the district of Ere─čli in Zonguldak province in the 2019-2020 academic year. Two different study groups were formed in order to test the construct validity and reliability of the teacher leadership scale as well as verifying the resulting structure. The first study group consisted of 293 students studying at the secondary school level, while the second group comprised 171 students. A 32-item, four-dimensional pool was created based on the path-goal theory of leadership. The pilot application, however, was conducted based on a 27-item form prepared in line with expert opinion. As a result of the pilot application, Explanatory Factor Analysis (EFA) was used to test the construct validity, while Confirmatory Factor Analysis (CFA) was used to test the accuracy of the construct. The data were analysed using Mplus Version 8.5 software. The results of the study showed that the four-factor model, including the participative behaviour, directive behaviour, supportive behaviour, and achievement-oriented behaviour, was confirmed in accordance with the opinions of middle school students. The final form of the teacher leadership scale consisted of 20 items. The Teacher Leadership Scale (TLS) developed within the scope of the study proved valid and reliable as a tool that can be used to measure teachers' leadership behaviour according to students' perceptions.


Teacher Leadership, Participative, Directive, Supportive, Achievement-oriented