ADAPTIVE LEADERSHIP INDICATORS FOR SECONDARY SCHOOL ADMINISTRATORS: TEST OF MEASUREMENT MODEL INVARIANCE CLASSIFIED BY SCHOOL SIZE
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This multiphase mixed-methods research aimed to: 1) Investigate the components and indicators of adaptive leadership among secondary school administrators; 2) Examine the goodness-of-fit of the measurement model with empirical data; 3) Test the measurement invariance of the measurement model across school sizes; and 4) Explore guidelines for developing adaptive leadership indicators. The research was conducted in four phases. Phase 1 investigated the components and indicators from 7 experts (purposive sampling) using a semi-structured interview protocol. Phases 2 and 3 tested the goodness-of-fit and measurement invariance of the measurement model by collecting data from 500 administrators and teachers. The sample size was determined using the Krejcie and Morgan table, and participants were selected via multi-stage random sampling. A validated five-point Likert scale questionnaire was utilized. Data were analyzed using descriptive statistics, confirmatory factor analysis, and multi-group structural equation modeling. Phase 4 explored development guidelines from 8 target participants (purposive sampling) using a structured interview protocol. The findings revealed that: 1) The adaptive leadership indicators consisted of 5 major components and 17 indicators; 2) The measurement model demonstrated a very good fit with the empirical data, with GFI = .958, NFI = .981, TLI = .982, CFI = .985, RMSEA = .051, and RMR = .002; 3) The measurement model demonstrated measurement invariance across three school sizes at both the configural level and the second-order factor loading invariance level; and 4) The five systematic development approaches included building faith and charisma, promoting honesty and transparency, promoting the use of technology, fostering an open working environment, and implementing systematic problem-solving in schools to enhance administrators’ competencies and support sustainable school development.
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