Investigating the Roles of Middle Leaders in New South Wales Public Schools: Factor Analyses of the Middle Leadership Roles Questionnaire
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| Title: | Investigating the Roles of Middle Leaders in New South Wales Public Schools: Factor Analyses of the Middle Leadership Roles Questionnaire |
|---|---|
| Language: | English |
| Authors: | John De Nobile (ORCID |
| Source: | Educational Management Administration & Leadership. 2026 54(1):46-70. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 25 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Secondary Education |
| Descriptors: | Public Schools, Middle Management, School Administration, Leadership Role, Measures (Individuals), Foreign Countries, Models, Teacher Leadership, Factor Analysis, Instructional Leadership, Assistant Principals, Elementary Schools, Secondary Schools, Questionnaires |
| Geographic Terms: | Australia |
| DOI: | 10.1177/17411432241231871 |
| ISSN: | 1741-1432 1741-1440 |
| Abstract: | This article reports on factor analyses of the Middle Leadership Roles Questionnaire -- School Edition (MLRQ-SE) that were conducted to test a theoretical model. This work was completed as part of a larger study that investigated the roles of formal middle-leadership positions in public schools of New South Wales, Australia. Quantitative data from an adapted version of the MLRQ-SE, which was completed by 2608 employees in formal middle leader positions in NSW public schools, were factor analysed to identify theorised roles and thereby confirm an overarching model of middle leadership roles as well as assist with ongoing refinement of the instrument's scales. Exploratory factor analyses identified seven salient roles of middle leaders. Confirmatory factor analyses of data from the two largest position categories supported the seven-role model for assistant principals and head teachers. While the scales within the MLRQ-SE were based on a wide review of previous research, the data reported here is from one educational jurisdiction in one country. However, the findings provide evidence for the existence middle leader roles often theorised in literature but to date not confirmed empirically. The findings also hold implications for policy, practice and future research regarding leadership development and recruitment. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1491810 |
| Database: | ERIC |
| Abstract: | This article reports on factor analyses of the Middle Leadership Roles Questionnaire -- School Edition (MLRQ-SE) that were conducted to test a theoretical model. This work was completed as part of a larger study that investigated the roles of formal middle-leadership positions in public schools of New South Wales, Australia. Quantitative data from an adapted version of the MLRQ-SE, which was completed by 2608 employees in formal middle leader positions in NSW public schools, were factor analysed to identify theorised roles and thereby confirm an overarching model of middle leadership roles as well as assist with ongoing refinement of the instrument's scales. Exploratory factor analyses identified seven salient roles of middle leaders. Confirmatory factor analyses of data from the two largest position categories supported the seven-role model for assistant principals and head teachers. While the scales within the MLRQ-SE were based on a wide review of previous research, the data reported here is from one educational jurisdiction in one country. However, the findings provide evidence for the existence middle leader roles often theorised in literature but to date not confirmed empirically. The findings also hold implications for policy, practice and future research regarding leadership development and recruitment. |
|---|---|
| ISSN: | 1741-1432 1741-1440 |
| DOI: | 10.1177/17411432241231871 |
