Developing measurement model of empowering leadership for  administrators at public normal universities in Liaoning province

Kamolmal  Chaisirithanya; Chuanchom  Chinatangkul; Wang  Ning; Duangrit Benjathikul  Chairungruang; Vorachai  Viphoouparakhot

Authors

Kamolmal Chaisirithanya Doctor of Philosophy Program in Leadership in Educational Administration, Faculty of Education, Bangkokthonburi University, Bangkok 10170, Thailand
Chuanchom Chinatangkul Doctor of Philosophy Program in Leadership in Educational Administration, Faculty of Education, Bangkokthonburi University, Bangkok 10170, Thailand
Wang Ning Doctor of Philosophy Program in Leadership in Educational Administration, Faculty of Education, Bangkokthonburi University, Bangkok 10170, Thailand
Duangrit Benjathikul Chairungruang Doctor of Philosophy Program in Leadership in Educational Administration, Faculty of Education, Bangkokthonburi University, Bangkok 10170, Thailand
Vorachai Viphoouparakhot Doctor of Philosophy Program in Leadership in Educational Administration, Faculty of Education, Bangkokthonburi University, Bangkok 10170, Thailand

Keywords:

educational administration, empowering leadership, leadership development, measurement model, public normal universities

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.