Developing a Validated and Reliable Instrument of Principal's 'Rabbani' Leadership, Early Climate Culture and Student Personality Formation

Abstract

Principal leadership was the main factor cited when predicting teacher job satisfaction, organizational commitment, and intention to stay in the school. An exploration of related studies has shown that authority directly affects the hierarchical responsibility of representatives. The classroom teacher is the primary source for influencing student learning and the principal's 'Rabbani' leadership is second only to classroom instruction on student outcomes. The head teacher's influence on teaching and learning is seen through the impact on school organization and school culture as well as teacher behavior and classroom practice. This study was conducted to develop and validate an instrument based on the EFA process for measuring the Principal's 'Rabbani' Leadership (based on Practice of Building Kindness, Principal Capacity Building Practices, Group Resilience Building Practices, Practices for Building a Culture of Knowledge, Teaching Process Development Practices), Early Climate Culture and Student Personality Formation selected Terengganu state secondary school. This study uses quantitative research methods based on Structural Equation Modeling (SEM) to analyze various relationships between variables in the study model. Before the data is analyzed using SEM, Exploratory Factor Analysis (EFA) is carried out to identify the appropriateness of the items used in the research instrument. This study describes in detail the procedure of conducting EFA analysis for each construct. The findings of this study show validity values based on Kaiser-Meyer-Olkin (KMO), Total Variance Explained (TVE), Factor Loading (FL) and reliability values based on Cronbach's Alpha (CA), have met all the required values.