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چکیده
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Classroom leadership can pose a problem for teachers in their classrooms. Despite the importance of this concept, no validated instrument was found to measure this construct as it relates to classrooms. To fill the gap, this study developed and validated teacher classroom leadership scale (TCLS) in an English foreign language context (EFL). A scale with 55 items was developed and validated. In the initial stage, the 55 items were piloted and tested through exploratory and confirmatory data analyses. Twenty-three items were removed in exploratory and confirmatory factor analyses and a seven-factor model was identified representing TCLS. The results showed that the factor structure, internal reliability, and a convergent and discriminate validity of teacher classroom leadership scale (TCLS) are satisfactory.
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