Measuring strategic competence in school leadership: development and validation of the managerial literacy scale

This study conceptualises managerial literacy as a multidimensional leadership capacity and reports the development and validation of the Managerial Literacy Scale (MLS) for school administrators. Data from 473 administrators across six regions of Türkiye were analysed in independent subsamples (exploratory factor analysis, n = 236; confirmatory factor analysis, n = 237). Because factor-retention criteria diverged under a strong general factor, competing models were compared: a two-factor model fit poorly and a four-factor model failed discriminant validity. The retained three-factor model, comprising Critical Evaluation, Systemic Engagement and Goal Contribution, and Solution Development, achieved acceptable fit (CFI = .901, RMSEA = .056), and sensitivity analyses confirmed the structure was robust to model modifications. Reliability was high (alpha = .929-.969). Discriminant validity was supported primarily by HTMT ratios; the Fornell-Larcker criterion was partially satisfied. The scale measures self-perceived managerial literacy; applied uses await external validation and invariance testing.