Karabağ Köse, Esra2025-01-212025-01-2120181302-5600https://hdl.handle.net/20.500.12587/23689The purpose of the study was to adapt the Teacher Classroom Leadership Scale for Teachers (TCLSfT) and test its psychometric properties. Based on interviews with teachers and review of literature, scale items were created for the roles and responsibilities of teachers to lead students. Two independent samples participated in the study: 336 teachers in item generation and 396 teachers in validation phase. In order to search the construct validity of the scale both confirmatory and exploratory factor analyses were applied. 23 items of the scale contained three factors (interaction, in-class processes and out-of-school processes), which explained over 58% of the total variability. The results indicated acceptable fit for the three factor model. Reliability coefficients were also found acceptable. It is concluded that the TCLSfT is a promising instrument in assessing the teacher leadership for teachers in Turkey. © 2018. Milli Egitim. All Rights Reserved.trinfo:eu-repo/semantics/closedAccessScale Development; Teacher Classroom LeadershipArticle472205182-s2.0-85107628834Q4