School principals’ leadership skills: measurement equivalence across cultures

Rima’a Da’as*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

31 Scopus citations


Despite substantial interest and research in measuring leader’s skills, little is known about the measurement equivalence and mean differences in the scores measuring principals’ skills (cognitive, interpersonal, strategic) across cultures (collectivism versus individualism). The aim of the present study was to assess measurement equivalence–configural, metric and scalar–on leaders’ skills across Arab and Jewish teachers in the Israeli educational system. A total of 1388 teachers from 210 elementary schools responded to a skills questionnaire. Results indicated that the configural model is equivalent across samples. The test for metric equivalence, showed that the construct holds the same psychological meaning across the two samples, with the exception of two items. The intercept latent test means (i.e., scalar) showed unequal intercepts among the Arab and Jewish samples, in the strategic and cognitive skills scale. The results have implications for cross-ethnic research and, more broadly, for the assessment of principals’ skills.

Original languageAmerican English
Pages (from-to)207-222
Number of pages16
Issue number2
StatePublished - 4 Mar 2017
Externally publishedYes

Bibliographical note

Publisher Copyright:
© 2016 British Association for International and Comparative Education.


  • Leader’s skills
  • collectivism
  • individualism
  • inequality
  • measurement equivalence


Dive into the research topics of 'School principals’ leadership skills: measurement equivalence across cultures'. Together they form a unique fingerprint.

Cite this