Okul Liderliği Becerileri Ölçeği'nin (OLBÖ) Geliştirilmesi

The purpose of this study is to develop a valid and reliable measurement tool to assess school administrators’ self-efficacy perceptions regarding their leadership skills. The study was conducted with primary school administrators working in the city center of Antalya, Türkiye. In the initial phase, a pool of 50 items was generated based on a review of the literature, and content validity was evaluated through the opinions of five field experts. Based on expert feedback, the draft scale was reduced to 41 items and structured as a Likert-type scale rated from 1 (Strongly Disagree) to 7 (Strongly Agree). The scale was administered to 195 administrators; after excluding invalid responses, data from 176 participants were analyzed. Item–total correlations ranged from .47 to .80, and all items demonstrated significant discriminative power. Exploratory factor analysis (principal axis factoring with oblimin rotation) yielded a five-factor structure explaining 58.28% of the total variance. The overall Cronbach’s alpha was .89, while subscale coefficients ranged from .79 to .88.The final School Leadership Skills Scale consists of 35 items across five subdimensions: Instructional Leadership; Diagnosing Situations and Supervision; Mentoring and Professional Development; School Operations and Communication; and Empowerment. Findings indicate that the scale is a valid and reliable instrument for assessing administrators’ leadership skills.

Cite this article as: Ergin Kocatürk, H., & Karadağ, E. (2026). Okul liderliği becerileri Ölçeği'nin (OLBÖ) geliştirilmesi. HAYEF: Journal of Education, 23, 0006, doi: 10.5152/hayef.2026.25006.