The Viability and Reliability of the Fractal Leadership Practices Scale
Leadership has undoubtedly become the fulcrum of educational institutions in a bid to transform the education system. It remains the most critical process at all levels of education and in all forms of educational institutions. The way leadership is served is directly related to the success or otherwise of a particular educational institution. This explains why all leaders at various levels have been grappling with establishing the best way of leading their followers and institutions alike. The outcome of such efforts has been the emergence and re emergence of leadership styles and approaches within the education system from the traditional (autocratic, bureaucratic, democratic and laissez faire leadership) modern (transformational, transactional and charismatic leadership) to the more contemporary ones which are born of specificity (servant, people, shared, values based, ethical, service, quantum, plazma and fractal leadership among others) In order to establish the fractal leadership practices of school principals, a scale was developed by the authors following ten adopted constructs. This paper, therefore, aimed at exploring the validity and reliability of the fractal leadership practices scale. The validity was computed via responses of experts, and the reliability was analysed basing on views of respondents using the statistical package for the social sciences (SPSS) programme. First, a general reliability measure was undertaken for all the items in the scale, and later, the reliability of each of the ten constructs was also measured. The items found as desired based on their Cronbach alpha scores were excluded, and the scale was remeasured. The scale was found suitable enough to measure fractal leadership practices of school principals.