The study demonstrates strong validity of a dual-dimensional teacher assessment of leadership in preschoolers, highlighting reliable measurements and correlations with peer interactions.
This study aimed to develop and validate the Teacher Rating Scale of Leadership (TRSL) for assessing leadership in 3- to 6-year-old preschoolers. Developed through observation, interviews, and expert reviews, the TRSL was tested on 995 preschoolers in Zhejiang Province, China. It demonstrated high internal consistency (Cronbach’s alpha .896–.962) and acceptable inter-rater reliability ( r s = .714–.746, p < .01). Confirmatory factor analysis confirmed its construct validity, with strong correlations to the Peer Interaction Scale (r = .571–.842, p < .01) and the Peer Interaction Subscale of the Children’s Social Development Scale (r = .588–.684, p < .01), demonstrating good criterion-related validity. With two dimensions—leadership qualities and abilities—across 12 indicators, the TRSL proved to be a reliable and valid tool for measuring early childhood leadership in China.
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Dong et al. (2025) studied this question.
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