Co‐creating leadership dispositional values and contexts survey

Abstract

Purpose

The purpose of this paper is to develop a survey for co‐creating leadership dispositional values and contexts by examining the self‐perceptions of school leaders, teachers, and staff on the practice of co‐creating leadership behaviors and conditions that facilitate the practice.

Design/methodology/approach

Based on qualitative data and a literature review, survey statements were developed to gather quantitative data for purposes of establishing an instrument for studying the practice of dispositional values and presence of contexts that facilitate co‐creating leadership in schools.

Findings

The instrument internal reliability scales covering the seven dispositions and three contexts were calculated using Cronbach's α scores. All scores were above the suggested level of 0.70. The coefficient α reliabilities for the subscales ranged between 0.73 and 0.86. The survey resulted in a two‐factor solution (dispositional values and contexts). Correlation coefficients amongst the subscales of dispositional values and contexts ranged between a moderate r=0.460 and a high r=0.815 (p<0.01).

Originality/value

This study led to the development and verification of a quantitative survey instrument that may be used to assess the practice of co‐creating leadership dispositional values and contexts in schools. Dispositional values consisted of seven factors (trust and trustworthiness, humility, active listening, resilience, patience, collaboration, and cultural anthropology). Contexts consisted of three factors (deep democracy, quality relations, and evolving power).

Citation

Wasonga, T.A. (2010), "Co‐creating leadership dispositional values and contexts survey", International Journal of Educational Management, Vol. 24 No. 3, pp. 266-278. https://doi.org/10.1108/09513541011031600