Psychometric properties of the Pedagogical Leadership Questionnaire: analysis of construct validity and reliability
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Abstract
Pedagogical leadership is an essential component for improving educational quality and strengthening the management of schools. This study sought to analyze the psychometric properties of the Pedagogical Leadership Questionnaire, evaluating its construct validity and reliability as an instrument for measuring leadership competencies in Peruvian educational contexts. An instrumental study was conducted to explore the questionnaire's structure and conceptual coherence, considering how it reflects the key competencies of school leaders. The results showed that the questionnaire identifies various dimensions of leadership, such as goal setting, curriculum management, and professional development, which are consistently related and allow for an understanding of how leaders coordinate resources, guide pedagogical practice, and promote teacher improvement. This study also demonstrated that the instrument is reliable and provides useful information for designing leadership training programs, facilitating the identification of areas for improvement and evidence-based pedagogical strategies. Furthermore, the findings showed that it allows for observing the complexity of pedagogical leadership in different school contexts and understanding how competencies manifest themselves in daily practice. In conclusion, the questionnaire emerges as a robust and versatile instrument that contributes to strengthening pedagogical leadership, guides evaluation and continuous improvement, and promotes educational innovation and the professional development of school leaders.
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