Assessing Leadership in Preschoolers: Development and Validation of a Dual-Dimensional Teacher Rating Scale of Leadership in China

Abstract

This study aimed to develop and validate the Teacher Rating Scale of Leadership (TRSL) for assessing leadership in 3- to 6-year-old preschoolers. Developed through observation, interviews, and expert reviews, the TRSL was tested on 995 preschoolers in Zhejiang Province, China. It demonstrated high internal consistency (Cronbach’s alpha .896–.962) and acceptable inter-rater reliability (rs = .714–.746, p < .01). Confirmatory factor analysis confirmed its construct validity, with strong correlations to the Peer Interaction Scale (r = .571–.842, p < .01) and the Peer Interaction Subscale of the Children’s Social Development Scale (r = .588–.684, p < .01), demonstrating good criterion-related validity. With two dimensions—leadership qualities and abilities—across 12 indicators, the TRSL proved to be a reliable and valid tool for measuring early childhood leadership in China.

Keywords

leadership assessment teacher rating scale reliability and validity preschoolers educational measurement

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