Adaptation and validation of the MLQ-5X leadership scale to the Spanish educational context

  1. Moreno-Casado, Héctor 1
  2. Leo-Marcos, Francisco Miguel 2
  3. López-Gajardo, Miguel Ángel 1
  4. García-Calvo, Tomás 1
  5. Cuevas, Ricardo 3
  6. Sánchez-Oliva, David 1
  1. 1 Universidad de Extremadura, Facultad de Ciencias del Deporte.
  2. 2 Universidad de Extremadura, Facultad de Formación del Profesorado.
  3. 3 Universidad de Castilla-La Mancha, Facultad de Educación
Erakutsi afiliazioak +
Aldizkaria:
Anales de psicología

ISSN: 0212-9728,  1695-2294

Argitalpen urtea: 2021

Alea: 37

Zenbakia: 2

Orrialdeak: 311-322

Mota: Artikulua

DOI: 10.6018/ANALESPS.425351 DIALNET GOOGLE SCHOLAR lock_openDIGITUM editor

Beste argitalpen batzuk: Anales de psicología

Laburpena

Drawing from the transformational leadership theory, this study aimed to analyze the psychometric properties of a version adapted to the educational environment of the Multifactor Leadership Questionnaire (MLQ-5X). A total of 1551 Spanish students (M = 15.47 years ± 0.72; 679 boys and 872 girls) from 31 secondary schools participated in the study. The confirmatory factor analysis of the initial structure of nine factors of the scale determined the need to eliminate two items of the direction by passive exception factor, grouping passive leadership into a single factor. In a second eight-factor model, high correlations were found between the factors of transformational leadership, indicating the need to establish a first-order factor. Finally, a third model was tested that obtained adequate values ​​of validity and reliability, which was composed of 34 items distributed in 4 main factors (transformational leadership, contingent reward, leadership by active exception and passive leadership) and 5 secondary factors for transformational leadership (idealized influence behavior, attributed idealized influence, inspirational motivation, intellectual stimulation and individualized consideration). Therefore, the Spanish version of the MLQ-5X in the educational field can be used to assess the transformational leadership of teachers from the perception of the students.

Erreferentzia bibliografikoak

  • Allen, N., Grigsby, B., y Peters, M. L. (2015). Does leadership matter? Examining the relationship among transformational leadership, school climate, and student achievement. International Journal of Educational Leadership Preparation, 10, 1–22.
  • Álvarez, O., Lila, M., Tomás, I., y Castillo, I. (2014). Transformational leadership in the local police in Spain: A leader-follower distance approach. The Spanish Journal of Psychology, 17, 1–9. https://doi.org/10.1017/sjp.2014.44
  • Álvarez, O., Tomás, I., Estevan, I., Molina-García, J., Queralt, A., y Castillo, I. (2018). Assessing teacher leadership in physical education: the Spanish version of the Transformational Teaching Questionnaire. Anales de Psicología, 34, 405–411. https://doi.org/10.6018/analesps.34.2.291711
  • Anderson, M. H., y Sun, P. Y. (2017). Reviewing leadership styles: Overlaps and the need for a new ‘full‐range’ theory. International Journal of Management Reviews, 19, 76–96. https://doi.org/10.1111/ijmr.12082
  • Antonakis, J., Avolio, B. J., y Sivasubramaniam, N. (2003). Context and leadership: An examination of the nine-factor full-range leadership theory using the Multifactor Leadership Questionnaire. The Leadership Quarterly, 14, 261–295. https://doi.org/10.1016/S1048-9843(03)00030-4
  • Atmojo, M. (2015). The influence of transformational leadership on job satisfaction, organizational commitment, and employee performance. International Research Journal of Business Studies, 5, 113–128. https://doi.org/10.21632/irjbs.5.2.113-128
  • Avalos, B. (2011). Teacher professional development in teaching and teacher education over ten years. Teaching and Teacher Education, 27, 10–20. https://doi.org/10.1016/j.tate.2010.08.007
  • Avolio, B. J., Bass, B. M., y Jung, D. I. (1999). Re‐examining the components of transformational and transactional leadership using the Multifactor Leadership. Journal of Occupational and Organizational Psychology, 72, 441–462. https://doi.org/10.1348/096317999166789
  • Balwant, P. T. (2016). Transformational instructor-leadership in higher education teaching: A Meta-analytic review and research agenda. Journal of Leadership Studies, 9, 20–42. https://doi.org/10.1002/jls.21423
  • Balwant, P. T., Birdi, K., Stephan, U., y Topakas, A. (2019). Transformational instructor-leadership and academic performance: a moderated mediation model of student engagement and structural distance. Journal of Further and Higher Education, 43, 884–900. https://doi.org/10.1080/0309877X.2017.1420149
  • Bass, B. M. (1995). Theory of transformational leadership redux. The Leadership Quarterly, 6, 463–478. https://doi.org/10.1016/1048-9843(95)90021-7
  • Bass, B. M., y Avolio, B.J. (1990). Transformational leadership development: Manual for the Multifactor Leadership Questionnaire. Palo Alto: Consulting Psychologists Press Inc.
  • Bass, B. M., y Avolio, B. J. (1997). Revised manual for the Multifactor Leadership Questionnaire. Palo Alto: Mind Garden.
  • Bass, B. M., Avolio, B. J., Jung, D. I., y Berson, Y. (2003). Predicting unit performance by assessing transformational and transactional leadership. Journal of Applied Psychology, 88, 207–218. https://psycnet.apa.org/doi/10.1037/0021-9010.88.2.207
  • Bass, B. M., y Bass, R. (2009). The Bass handbook of leadership: Theory, research, and managerial applications. New York, NY: Free Press.
  • Bass, B. M., y Riggio, R. E. (2005). Transformational Leadership. London, UK: Lawrence Erlbaum Associates.
  • Bass, B. M., y Riggio, R. E. (2006). Transformational Leadership (2nd ed.). Mahwah, NJ: Erlbaum. Press.
  • Bean, C., Harlow, M., y Kendellen, K. (2017). Strategies for fostering basic psychological needs support in high quality youth leadership programs. Evaluation and Program Planning, 61, 76–85. https://doi.org/10.1016/j.evalprogplan.2016.12.003
  • Beauchamp, M. R., Barling, J., Li, Z., Morton, K. L., Keith, S. E., y Zumbo, B. D. (2010). Development and psychometric properties of the Transformational Teaching Questionnaire. Journal of Health Psychology, 15, 1123–1134. https://doi.org/10.1177%2F1359105310364175
  • Beauchamp, M. R., Barling, J., y Morton, K. L. (2011). Transformational teaching and adolescent self-determined motivation, self-efficacy, and intentions to engage in leisure time physical activity: A randomised controlled pilot trial. Applied Psychology: Health and Well-being, 3, 127–150. https://doi.org/10.1111/j.1758-0854.2011.01048.x
  • Beauchamp, M. R., Liu, Y., Morton, K. L., Martin, L. J., Wilson, A. H., Wilson, A.J., Sylvester, B. D., Zumbo, B. D., y Barling, J. (2014). Transformational teaching and adolescent physical activity: Multilevel and meditational effects. International Journal Behavioral Medicine, 21, 537–546. https://doi.org/10.1007/s12529-013-9321-2
  • Bentler, P. M. (1995). EQS structural equations program manual. Encino, CA: Multivariate Software.
  • Bono, J. E., y Judge, T. A. (2004). Personality and transformational and transactional leadership: a meta-analysis. Journal of Applied Psychology, 89, 901–910. https://psycnet.apa.org/doi/10.1037/0021-9010.89.5.901
  • Carless, S. A. (1998). Assessing the discriminant validity of transformational leader behaviour as measured by the MLQ 1. Journal of Occupational and Organizational Psychology, 71, 353–358. https://doi.org/10.1111/j.2044-8325.1998.tb00681.x
  • Cheung, G. W., y Rensvold, R. B. (2002). Evaluating goodness-of- fit indexes for testing measurement invariance. Structural Equation Modeling: A Multidisciplinary Journal, 9(2), 233–255. https://doi.org/10.1207/S15328007SEM0902_5
  • Choi, S. L., Goh, C. F., Adam, M. B. H., y Tan, O. K. (2016). Transformational leadership, empowerment, and job satisfaction: The mediating role of employee empowerment. Human Resources for Health, 14, 73. https://doi.org/10.1186/s12960-016-0171-2
  • Conger, J.A., y Kanungo, R.A. (1987). Toward a behavioral theory of charismatic Leadership in organizacional settings. Academy of Management Review, 12, 637–647. https://doi.org/10.5465/amr.1987.4306715
  • Crede, M., Jong, J., y Harms, P. (2019). The generalizability of transformational leadership across cultures: a meta-analysis. Journal of Managerial Psychology, 34, 139–155. https://doi.org/10.1108/JMP-11-2018-0506
  • Day, C., Gu, Q., y Sammons, P. (2016). The impact of leadership on student outcomes: How successful school leaders use transformational and instructional strategies to make a difference. Educational Administration Quarterly, 52(2), 221–258. https://doi.org/10.1177%2F0013161X15616863
  • Fernet, C., Trépanier, S. G., Austin, S., Gagné, M., y Forest, J. (2015). Transformational leadership and optimal functioning at work: On the mediating role of employees' perceived job characteristics and motivation. Work & Stress, 29, 11–31. https://doi.org/10.1080/02678373.2014.1003998
  • García-Tuñón, G. M., Cistone, P. J., y Reio, T. G. (2016). Successful and sustained leadership: A case study of a Jesuit High School President. Education and Urban Society, 48, 611–623. https://doi.org/10.1177%2F0013124514541812
  • Harms, P. D., Credé, M., Tynan, M., Leon, M., y Jeung, W. (2017). Leadership and stress: A meta-analytic review. The Leadership Quarterly, 28, 178–194. https://doi.org/10.1016/j.leaqua.2016.10.006
  • Harrison, J. (2011). Instructor transformational leadership and student outcomes. Emerging Leadership Journeys, 4, 82–136.
  • Hermosilla, D., Amutio, A., Costa, S. D., y Páez, D. (2016). El liderazgo transformacional en las organizaciones: Variables mediadoras y consecuencias a largo plazo. Revista de Psicología del Trabajo y de las Organizaciones, 32, 135–143. http://hdl.handle.net/10810/25248
  • Hinkin, T. R., y Schriesheim, C. A. (2008). A theoretical and empirical examination of the transactional and non-leadership dimensions of the Multifactor Leadership Questionnaire (MLQ). The Leadership Quarterly, 19, 501–513. https://doi.org/10.1016/j.leaqua.2008.07.001
  • Hofmann, D. A., y Jones, L. M. (2005). Leadership, collective personality, and performance. Journal of Applied Psychology, 90, 509–522. https://psycnet.apa.org/doi/10.1037/0021-9010.90.3.509
  • Holtz, B. C., y Hu, B. (2017). Passive leadership: Relationships with trust and justice perceptions. Journal of Managerial Psychology, 32(1), 119–130. https://doi.org/10.1108/JMP-02-2016-0029
  • House, R.J., Spangler, W.D., y Woycke, J. (1991). Personality and charisma in the U.S. presidency: A psychological theory of leadership effectiveness. Administrative Science Quarterly, 36, 364–396. https://doi.org/10.5465/ambpp.1990.4978722
  • Hu, L., y Bentler, P.M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modelling, 6, 1–55. https://doi.org/10.1080/10705519909540118
  • Hunt, J. (1991). Leadership: A new synthesis. Thousand Oaks: Sage pulications.
  • Judge, T. A., y Piccolo, R. F. (2004). Transformational and transactional leadership: a meta-analytic test of their relative validity. Journal of Applied Psychology, 89, 755–768. https://psycnet.apa.org/doi/10.1037/0021-9010.89.5.755
  • Judge, T. A., Weiss, H. M., Kammeyer-Mueller, J. D., y Hulin, C. L. (2017). Job attitudes, job satisfaction, and job affect: A century of continuity and of change. Journal of Applied Psychology, 102, 356–374. https://psycnet.apa.org/doi/10.1037/apl0000181
  • López-Vílchez, J. J., Grau-Alberola, E., y Gil-Monte, P. R. (2018). Relación entre los estilos de liderazgo Transformacional y laissez-faire y el Síndrome de Quemarse por el Trabajo en profesores de educación secundaria. Acciones e Investigaciones Sociales, 39, 223–254 https://doi.org/10.26754/ojs_ais/ais.2018393239
  • Loewenthal, K. M. (2001). An introduction to psychological tests and scales (2nd Ed.). Hove, UK: Psychology Press.
  • Martínez-Córcoles, M., y Stephanou, K. (2017). Linking active transactional leadership and safety performance in military operations. Safety Science, 96, 93–101. https://doi.org/10.1016/j.ssci.2017.03.013
  • McCarley, T. A., Peters, M. L., y Decman, J. M. (2016). Transformational leadership related to school climate: A multi-level analysis. Educational Management Administration & Leadership, 44, 322–342. https://doi.org/10.1177%2F1741143214549966
  • Mirón, F. B., Ortega, F. Z., Martínez, A. M., y Sanchez, M. L. Z. (2019). Análisis psicométrico y relaciones de diagnóstico de la inteligencia emocional y liderazgo en docentes de enseñanzas regladas. Revista de Investigación Educativa, 37, 201–216. https://doi.org/10.6018/rie.37.1.308801
  • Molero, F., Recio, P., y Cuadrado, I. (2010). Liderazgo transformacional y liderazgo transaccional: Un análisis de la estructura factorial del Multifactor Leadership Questionnaire (MLQ) en una muestra española. Psicothema, 22, 495–501.
  • Morton, K. L., Keith, S. E., y Beauchamp, M. (2010). Transformational teaching and physical activity: a new paradigm for adolescent health promotion? Journal of Health Psychology, 15, 248–257. https://doi.org/10.1177%2F1359105309347586
  • Muenjohn, N., y Armstrong, A. (2008). Evaluating the structural validity of the Multifactor Leadership Questionnaire (MLQ), capturing the leadership factors of transformational-transactional leadership. Contemporary Management Research, 4, 3–14. https://doi.org/10.7903/cmr.704
  • Muthén, L. K., y Muthén, B. O. (1998-2015). Mplus User’s Guide (7ª Ed.). Los Ángeles, CA: Muthén y Muthén.
  • Niessen, C., Mäder, I., Stride, C., y Jimmieson, N. L. (2017). Thriving when exhausted: The role of perceived transformational leadership. Journal of Vocational Behavior, 103, 41–51. https://doi.org/10.1016/j.jvb.2017.07.012
  • Noland, A., y Richards, K. (2014). The relationship among transformational teaching and student motivation and learning. Journal of Effective Teaching, 14, 5–20.
  • Noland, A., y Richards, K. (2015). Servant teaching: An exploration of teacher servant leadership on student outcomes. Journal of the Scholarship of Teaching and Learning, 15(6), 16–38. https://doi.org/10.14434/josotl.v15i6.13928
  • Northouse, S. G. (2012). Leadership, theory and practice. Thousand Oaks, CA: Sage publications.
  • Nunnally, J. C. (1991). Teoría psicométrica. México, DF: Trillas.
  • Öqvist, A., y Malmström, M. (2018). What motivates students? A study on the effects of teacher leadership and students’ self-efficacy. International Journal of Leadership in Education, 21, 155–175. https://doi.org/10.1080/13603124.2017.1355480
  • Pachler, D., Kuonath, A., y Frey, D. (2019). How transformational lecturers promote students' engagement, creativity, and task performance: The mediating role of trust in lecturer and self-efficacy. Learning and Individual Differences, 69, 162–172. https://doi.org/10.1016/j.lindif.2018.12.004
  • Rittschof, K. R., y Fortunato, V. J. (2016). The influence of transformational leadership and job burnout on child protective services case managers' commitment and intent to quit. Journal of Social Service Research, 42, 372–385. https://doi.org/10.1080/01488376.2015.1101047
  • Robinson, V. M., Lloyd, C. A., y Rowe, K. J. (2014). El impacto del liderazgo en los resultados de los estudiantes: Un análisis de los efectos diferenciales de los tipos de liderazgo. REICE. Revista Electrónica Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 12, 13–40. http://hdl.handle.net/10486/663297
  • Sethibe, T., y Steyn, R. (2017). The impact of leadership styles and the components of the leadership styles on innovative behaviour. International Journal of Innovation Management, 21, 1–19. https://doi.org/10.1142/S1363919617500153
  • Sirisookslip, S., Ariratana, W., y Ngang, T. K. (2015). The impact of leadership styles of school administrators on affecting teacher effectiveness. Procedia-Social and Behavioral Sciences, 186, 1031–1037. https://doi.org/10.1016/j.sbspro.2015.04.022
  • Smith, P. B., y Peterson, M. F. (1988). Leadership, organizations and culture. Nueva York, NY: Sage publications.
  • Villa-Sánchez, A. (2019). Liderazgo: Una clave para la innovación y el cambio educativo. Revista de Investigación Educativa, 37, 301–326. https://doi.org/10.6018/rie.37.2.365461
  • Wong, S. I., y Giessner, S. R. (2018). The thin line between empowering and laissez-faire leadership: An expectancy-match perspective. Journal of Management, 44, 757–783. https://doi.org/10.1177%2F0149206315574597
  • Yang, I. (2015). Positive effects of laissez-faire leadership: conceptual exploration. Journal of Management Development, 34, 1246–1261. https://doi.org/10.1108/JMD-02-2015-0016
  • Yukl, G. (1994). Leadership in organization (3rd ed.). Englewood Cliffs, NJ: Prentice Hall.
Datuen iturria: Dialnet