aDoctor of Philosophy Program in Leadership in Educational Administration, Faculty of Education, Bangkokthonburi University, Bangkok 10170, Thailand
*Corresponding author, e-mail:
kamolmal.cha@bkkthon.ac.th
Abstract
This research develops and validates a measurement model of empowering leadership tailored for administrators at public normal universities in Liaoning Province, China. Using a mixed-methods approach, qualitative data were collected through semi-structured interviews, followed by quantitative validation via Confirmatory Factor Analysis (CFA) with 371 participants. The model demonstrates a strong fit with empirical data, indicated by fit indices (χ²/df = 1.114, GFI = 0.953, TLI = 0.992, CFI = 0.993, RMSEA = 0.037). Convergent validity is confirmed, with Average Variance Extracted (AVE) values exceeding 0.5 and Composite Reliability (CR) values surpassing 0.7. This research addresses a gap in existing studies by presenting an empirically validated model designed for hierarchical educational systems in China. The findings offer theoretical contributions by contextualizing empowering leadership in non-Western educational settings. Practically, the model provides tools for enhancing leadership practices in decision-making, innovation, and institutional adaptability. Additionally, the study underscores the importance of fostering participative leadership to meet contemporary educational challenges. The results have broader implications for educational leaders globally, offering adaptable strategies for diverse cultural and organizational environments. This research contributes to the ongoing discourse on effective leadership in higher education by promoting a leadership style that aligns with modern educational demands.
Keywords
educational administration, empowering leadership, leadership development, measurement model, public normal universities