Validation of Research Instruments for Transformational Leadership, Teachers' Self-Efficacy, and Job Performance in Cambodian High Schools

This chapter validated Cambodian high school transformational leadership, teacher self-efficacy, and job performance instruments. Transformational leaders exerted idealistic influence (through attitudes and behaviors), inspirational motivation, individual consideration, and intellectual stimulation. Teacher self-efficacy encompassed instructional strategies, classroom management, and student involvement, whereas job performance encompassed both contextual and task performance. Overall, 639 high school teachers participated in the study. The instruments were translated, altered, and culturally validated using a translate-and-back-translate, expert review, and a pilot test. CFA, SEM, reliability testing, and descriptive statistics were used to analyze data. CFA confirmed factorial structure and model fit (TLI = 0.90, CFI = 0.90, RMSEA = 0.059, SRMR = 0.051). The findings showed good reliability and validity. Transformational leadership predicted teachers' self-efficacy and job performance, mediated by student engagement efficacy.