Exploratory Factor Analysis: Evaluating the Validity and Reliability of the Middle Leader Competency Model

Abstract

Competency model is a tool designed for assessing the quality standards of effective educational leaders in school. However, the validity and reliability of the competency model using Exploratory Factor Analysis (EFA) has not been studied extensively. Therefore, this paper aims to identify the usability of the competency model of middle leaders in primary school in Malaysia through EFA. This study employed a qualitative approach using a survey method with the use of a questionnaire as the instrument of the study. The study instrument contains four constructs namely Leadership, Instructional, Governance and Self-Emotion with a total of 90 items collectively. A total of 179 respondents participated in this pilot study. The validity and reliability of the instrument were obtained through descriptive analysis of Cronbach\'s Alpha reliability and EFA using SPSS software. The overall analysis showed that 68 items met the appropriateness of EFA with a KMO value of more than 0.6, and the value of Bartlett\'s test is significant, eigenvalue is greater than 1.0 at percentage of variance greater than 60 percent. The remaining 22 items were dropped. The value of Cronbach\'s Alpha coefficient is more than 0.70 for all four main constructs of the study. The findings show that the research instrument has high validity and reliability and has the potential to be used as a guide in the development of middle leader competency in schools. Furthermore, the findings are also able to make a positive impact to achieve the fifth shift in the Malaysia Education Blueprint 2013-2025 aspirations

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Exploratory Factor Analysis: Evaluating the Validity and
Reliability of the Middle Leader Competency Model
Norliza Samad1, Mohd Asri Mohd Noor2* & Mahaliza Mansor3
1Faculty Management and Economics, Sultan Idris Education University,
35900 Tanjong Malim, Perak, Malaysia
norlizas@gmail.com
2 Faculty Management and Economics, Sultan Idris Education University,
35900 Tanjong Malim, Perak, Malaysia
mohd.asri@fpe.upsi.edu.my
3 Faculty Management and Economics, Sultan Idris Education University,
35900 Tanjong Malim, Perak, Malaysia
mahaliza@fpe.upsi.edu.my
*Corresponding Author
Receive d:
Accepted :
Date Published Online:
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Abstract: The validity and reliability of an instrument is used as an indicator of
its quality and usability in achieving research objectives effectively. However, only
a few studies have empirically assessed the validity and reliability of developed
instruments using Exploratory Factor Analysis (EFA). Therefore, this study aims
to determine the validity and reliability of the Middle Leader Competency Model
instrument through EFA. This study employed a qualitative approach using a
survey method with the use of a questionnaire as the instrument of the study. The
research instrument contains four constructs namely Leadership, Instructional,
Governance and Self-Emotion with a total of 90 items collectively. A total of 179
respondents participated in this pilot study. The validity and reliability of the
instrument were obtained through descriptive analysis of Cronbach's Alpha
reliability and EFA using SPSS software. The overall analysis showed that 68 items
met the fit of EFA with a KMO value of more than 0.6, and the value of Bartlett's
test is significant, eigenvalue is greater than 1.0 at percentage of variance greater
than 60 percent. The remaining 22 items were dropped. The value of Cronbach's
Alpha coefficient is more than 0.70 for all four main constructs of the study. The
findings show that the research instrument has high validity and reliability and has
the potential to be used as a guide in the development of middle leader competency
in schools. Furthermore, the findings are also able to make a positive impact to
achieve the fifth shift in the Malaysia Education Blueprint 2013-2025 aspirations.
7/12/2023
4/11/2023
8/11/2023
https://doi.org/10.59671/ewQYO

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Keywords: EFA, Validity, Reliability, Competency model, Middle leader
1. Introduction
A middle leader in a school is an ordinary academic teacher who is then given the
trust to be the team leader (Rosenfield et al., 2018) either formally (Bush, 2019) or
informally (Lu & Hallinger, 2018). Cohen dan Schechter (2019) defines a middle
leader as an individual who lay between top leaders and teachers. In addition to
performing duties as a teacher in the classroom (Gurr, 2019; Nehez et al., 2021),
they are also teacher leaders who are responsible for curriculum management and
school administration (Highfield & Robertson, 2016; Bassett & Shaw, 2018; Vijian
& Jamalul, 2020). In fact, they are often seen as assistants who share administrative
workloads (Forde & Kerrigan, 2022).
1.1 Literature Review
Studies pertaining to the role and functions of middle leaders in school
organizations have been conducted by many education scholars globally (Harris et
al., 2018; Bryant et al., 2020; Pavlopoulos, 2021). However, studies focusing on the
need for the competence of middle leaders have received less attention from
researchers (Tay et al., 2019) internationally and even in Malaysia. Since middle
leaders represent the second most important leader after the principle in the school,
they should be equipped with relevant competencies (Duong, 2020; Irvine, 2020;
Lokman et al., 2023; Nehez et al., 2021; Slater-sanchez, 2020). Inadequate
competencies coupled with the absence of clear guidelines cause them difficulties
in carrying out their duties (Bush, 2019; Friebel et al., 2022). In addition, according
to Suhaili et al. (2020), the burden of teaching and managing the curriculum
simultaneously causes a lack of focus in carrying out their role as leaders, especially
in administrative tasks (Splitter et al., 2023; Sukor et al., 2020).
Based on the literature, it is found that there is still no competency model
specifically developed for middle school leaders in Malaysia. Therefore, the
development of a competency model based on their actual needs must be properly
conducted so that the proposed training is aligned with the needs of the organization
(Aminuddin Baki Institute, 2020). Proper design of needs-based training can
positively impact the Ministry of Education and can even result in the most
favorable return on investment (ROI) (Momin, 2018). Similar initiatives have been
undertaken and practised by neighbouring countries that have embedded specific
competency models for Middle Leader Development. These includes Singapore,
Ireland, Brunei, the UK, and many more. In other words, the growing popularity of
this trend proves that this method capable to uphold the excellence and
effectiveness of middle leaders in schools (Lokman et al., 2021). This corresponds
with the view of Silam et al. (2020) who suggest identifying and developing the
competencies of middle leaders needs to be done first before they can effectively
carry out their roles and duties in schools.
For this reason, an instrument has been developed based on the literature
from the theoretical framework of the study. The items in the research instrument

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were derived based on competency mapping of Social System Model for School
(Hoy & Miskel, 2013), Curriculum Area Middle Manager (White, 2000) and a
Model for Effective Performance (Boyatzis, 1982). Competency elements are
categorized into three main constructs as found in many competency models
developed abroad, namely Leadership, Instructional and Governance constructs.
Moreover, this study also found a new construct, Self-Emotion, which was
apparently not reported in any previous middle leadership models, making it a
novelty in this study. Next, an instrument validity testing needs to be done to ensure
that the items developed are able to provide answers to the study questions (Hair et
al., 2020). According to Hair et al. (2020), an item is said to have a high validity
value if the item can measure what it is supposed to measure. In addition, this
process is also crucial in ensuring the accuracy of the items in the research
instrument (Mannogaran & Nor Shaid, 2023). For that purpose, a pilot study needs
to be carried out to determine the validity and reliability of the instrument.
A pilot study is conducted to assist researchers to identify suitability,
precision, accuracy and usability, and scrutinize possible ambiguities in the
instrument before it can be used in actual situations as suggested by Merriam
(2015). Furthermore, the pilot study also aims to assess the consistency of the items
from the aspects of appropriate rating, objective, understandability, usability and
instructions (Roid & Haladyna, 1982). This process can be done repeatedly until an
optimum prototype is obtained that is able to fulfil the scope of the data collection
in the actual study (Yin, 2018). In the context of this study, the researcher used the
Exploratory Factor Analysis (EFA) method to verify the consistency in each
construct and the designed items (Mansor et al., 2018; Amatan et al., 2021; Nadia
et al., 2023). This procedure will result in several factors which may be related to
theories that support the competence of middle leaders in schools.
1.2 Research Objective
The purpose of this study was to determine the preliminary reliability and validity
of the competency model instrument through Exploratory Factor Analysis (EFA).
1.3 Exploratory Factor Analysis (EFA) Procedure
Exploratory Factor Analysis (EFA) is carried out to obtain the validity of the items
in the instrument before being employed in the field. Through EFA, the adaptation
and tendency of each item to be within its construct will be seen more
systematically. This procedure aims to identify, reduce and organize several
questionnaire items into specific constructs in the study (Hair et al., 2020). There is
also the possibility of overlap of items that should not be in the specific construct
(Muda et al., 2018).
Table 1 shows a summary of the suggested requirements (Hair et al., 2018)
for the compatibility index to be met in the EFA.

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Table 1. Fit Indices for Exploratory Factor Analysis (EFA)
EFA Fit Indices
Suggested value
Kaiser-Meyer-Olkin (KMO)
>0.60
Bartlett’s Test of Sphericity, ꭕ2
<0.05
Communal value
≥0.30
Factor Loading
≥0.50
Eigenvalue
>1.00
Percentage of variance
≥60%
Through EFA, the number of constructs and the structure of the factors
which underlies the variables under study can be identified. The structure of the
factors formed is based on feedback from the study sample. Each item in the
competency construct must be aligned with the EFA compatibility index testing as
set out in Table 1.
2. Methodology
This study employed a quantitative approach that is carried out by using a cross-
sectional survey. The sample size in a pilot study is between 25 to 100 participants
as suggested by Cooper and Schindler (2011). According to Cooper and Schindler
(2011), it is sufficient as a pilot study is practically a small-scale study. Meanwhile,
referring to Awang (2015) and Hair et al. (2017), the sample size in a pilot study
should exceed 100 respondents to ensure validation of the EFA conducted.
Therefore, in the context of this pilot study, a simple random sample of 200 middle
leaders in the primary school category has been selected within the National
Professional Qualification for Educational Leaders (NPQEL) participation circles
for 2022.
The research instrument consists of five parts. Part A is the demographics
of the respondents while parts B, C, D and E are the four main constructs of the
study, namely the constructs of Leadership, Instructional, Governance and Self-
Emotion, respectively. The questionnaire instrument contained 90 items based on
the level of agreement with a 5-point Likert scale as an alternative scale as
suggested by Likert (1932). The questionnaire link was circulated via Google
Forms through the Head of the NPQEL Department at the Aminuddin Baki Institute
(IAB). The analysis of the findings of the pilot study was carried out using SPSS
software version 27.
3. Findings and Discussion
Standard deviation is used to identify the distribution of data. Out of a total of 200
respondents, only 190 responses were received, and 179 responses were valid for
analysis. It was found that 11 responses provided standard deviation (SD) values of
less than 0.25. According to Collier (2020), data with SD values <0.25 are non-
responsive data and removed from the data list. The eleven responses included the

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1st, 2nd, 27th, 29th, 30th, 51st, 67th, 71st,112th, 135th, dan 153rd responses. The
demographics of the 179 respondents for the pilot test are as shown in Table 2.
Table 2. Demographic Data
Demographic
Categories
Frequencies
Percentages, %
Type of
school
National (SK)
131
73.2
National Type (Chinese) (SJKC)
38
21.2
National Type (Tamil) (SJKT)
8
4.5
Others
2
1.1
Gender
Male
78
43.6
Female
101
56.4
Academic
Diploma
19
10.6
Degree
140
78.2
Master’s Degree
20
11.2
Doctorate
0
0
Age
Less than 39 years old
10
5.6
40 to 49 years old
68
38.0
50 to 59 years old
101
56.4
More than 60 years old
0
0
Table 2 shows the demographics of the 179 respondents who participated in
the pilot study. The findings show that 131 respondents are middle leaders in
National Schools (SK). A total of 38 respondents were from Chinese National
Schools (SJKC), eight respondents from Tamil National Schools (SJKT) and two
respondents from other types of schools. The study involved a total of 101 female
participants and 52 male participants.
In terms of academics, findings of the study show that a total of 140 middle
leaders in primary schools have a degree, 20 have a Master's degree and 19 have a
Diploma. The data also shows that a total of 101 respondents are between 50 and
59 years old. While 68 respondents are between 40 and 50 years old and only 10
respondents are less than 39 years old.
3.1 Exploratory Factor Analysis (EFA)
The validity of the items in the instrument was determined using the EFA method.
The EFA procedure will systematically extract each item according to the
adaptation in its construct. Several EFA index compatibility conditions must be
fulfilled in EFA.
The KMO and Bartlett's tests will determine the adequacy of the data to
carry out the EFA procedure. Based on the fit index as suggested by Hair et al.
(2018), the value of KMO>0.6 and Bartlett's is significant at p<0.05 to ensure that
the item is free and suitable for EFA.
The KMO and Bartlett’s test analysis is shown in Table 3.

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Table 3. The analysis of the KMO and Bartlett’s tests
Competency Construct
No. of Items
KMO Test
Bartlett’s Test
Leadership
28
0.909
0.000
Instructional
26
0.954
0.000
Governance
18
0.933
0.000
Self-Emotion
18
0.942
0.000
Table 3 shows that all competency constructs provide value of KMO > 0.6
and Bartlett's test scores are significant at p <0.05 for all constructs. Factor analysis
for each construct was conducted separately.
The EFA analysis of the Leadership construct is shown in Table 4.
Table 4. Factor Analysis of the Leadership Construct.
Factor
Eigenvalue
Cumulative
Variance (%)
Item
Code
Communal
Factor
Loading
Factor 1
Goal
achievement
8.159
42.941
KK1
0.817
0.816
KK2
0.869
0.729
KK3
0.594
0.796
KK4
0.583
0.760
KK5
0.611
0.727
KK6
0.665
0.722
KK7
0.625
0.712
Factor 2
Personality
2.364
55.380
KK20
0.546
0.641
KK21
0.628
0.677
KK23
0.651
0.711
KK24
0.508
0.741
KK25
0.539
0.667
KK26
0.672
0.784
KK27
0.562
0.784
KK28
0.365
0.558
Factor 3
Relationship
Management
1.477
63.153
KK16
0.684
0.865
KK17
0.670
0.748
KK18
0.450
0.618
KK19
0.556
0.786
Table 4 shows that all items have a communal value >0.3 with a range of
0.365 to 0.869. At eigenvalue>1.00 with a percentage of variance>60%, extracted
items have formed three factors with a cumulative variance of 63.153%. Factor 1
(Goal achievement) consists of seven items, while Factor 2 (Personality) has eight
items and Factor 3 (Relationship Management) with four items. Items with the code
KK8, KK8, KK9, KK10, KK11, KK12, KK13, KK14, KK15 and KK22 gave a
loading value of less than 0.5 and were dropped from the leadership construct.

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The EFA analysis of the Instructional construct is shown in Table 5.
Table 5. Factor Analysis of the Instructional Construct.
Factor
Eigenvalue
Cumulative
Variance (%)
Item
Code
Communal
Factor
Loading
Factor 1
Curriculum
Management
14.34
55.16
KI1
0.719
0.960
KI2
0.644
0.791
KI3
0.563
0.531
KI4
0.642
0.689
KI5
0.677
0.746
KI6
0.556
0.738
KI7
0.647
0.783
KI9
0.599
0.580
KI20
0.611
0.568
KI22
0.574
0.575
KI23
0.543
0.644
KI25
0.605
0.672
KI26
0.531
0.708
Factor 2
Instructional
Activities
1.26
60.02
KI11
0.421
0.533
KI12
0.737
0.552
KI13
0.680
0.549
KI14
0.706
0.648
KI15
0.533
0.552
KI16
0.679
0.820
KI17
0.666
0.847
KI18
0.585
0.817
KI19
0.614
0.654
Table 5 shows that all items in the Instructional construct have a communal
value >0.3 and ranges between 0.421 and 0.737. At eigenvalues>1.00 with
percentage variance>60%, the items were extracted into two factors with a
cumulative variance of 60.02%. Factor 1 (Curriculum Management) consists of 13
items while Factor 2 (Instructional Activities) consists of nine items. Item codes
KI8, KI10, KI21 and KI24 were dropped because they had a loading value of less
than 0.5.
The EFA analysis of the Governance construct is shown in Table 6.

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Table 6. Factor Analysis of the Governance Construct.
Factor
Eigenvalue
Cumulative
Variance (%)
Item
Code
Communal
Factor
Loading
Factor 1
Operation
Resources
7.980
57.002
KTU2
0.531
0.834
KTU3
0.574
0.886
KTU4
0.540
0.681
KTU5
0.678
0.651
KTU8
0.603
0.577
KTU9
0.521
0.583
KTU16
0.528
0.550
KTU17
0.586
0.538
Factor 2
Human
Resources
1.172
65.376
KTU6
0.558
0.510
KTU11
0.638
0.609
KTU12
0.469
0.597
KTU13
0.809
0.923
KTU14
0.721
0.934
KTU15
0.597
0.599
Table 6 shows that all items in the Governance construct have a communal
value >0.3 with a range of 0.469 to 0.809. At an eigenvalue>1.00 with a percentage
of variance>60%, the extracted items have formed two factors with a cumulative
variance of 65.376%. Factor 1 (Operation Resources) consists of eight items, while
Factor 2 (Human Resources) consists of six items. Item coded KTU1, KTU7,
KTU10 and KTU18 were dropped from the Governance construct because they did
not meet the requierd loading value of 0.5.
The EFA analysis for the Self-Emotion construct is shown in Table 7.
Table 7. Factor Analysis of the Self-Emotion Construct.
Factor
Eigenvalue
Cumulative
Variance (%)
Item
Code
Communal
Factor
Loading
Factor 1
Self-
awareness
7.873
60.562
KED2
0.655
0.672
KED3
0.604
0.589
KED11
0.662
0.716
KED12
0.679
0.813
KED13
0.573
0.773
KED14
0.616
0.830
KED15
0.580
0.779
KED17
0.652
0.777
KED18
0.594
0.555
Factor 2
Self-
control
1.005
68.293
KED7
0.447
0.549
KED8
0.691
0.941
KED9
0.699
0.858
KED10
0.653
0.594

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Table 7 shows that all items in the Self-Emotion construct have a communal
value >0.3 ranges between 0.447 and 0.699. At an eigenvalue>1.00 with a
percentage variance>60%, the extracted items have formed two factors with a
cumulative variance of 68.293%. Factor 1 (Self-awareness) consists of nine items
whereas Factor 2 (Self-control) consists of four items. Items coded KED1, KED4,
KED5, KED6 and KED16 were dropped because they had a loading value of less
than 0.5.
3.2 Instrument Reliability
The internal reliability of an instrument can be identified through the Cronbach's
Alpha value. The Cronbach's Alpha value must exceed 0.7 to ensure the
effectiveness of the item in of measuring the construct consistently. Based on Lim's
(2007) reliability grading for Cronbach's Alpha, α>0.9 is interpreted as having a
very high reliability, 0.80 < α < 0.89 is at a satisfactory level, while at a value of
0.60 < α < 0.79 is moderate. However, according to Nunnally (1994), at a value of
α>0.6 reliability is adequate and acceptable.
Internal reliability analysis of each item in the competency construct as
shown in Table 8.
Table 8. Reliability Analysis
Competency
Construct
Sub-Construct
No. of
item
Cronbach's Alpha
Leadership
Goal achievement
7
0.905
Personality
4
0.886
Relationship
Management
8
0.851
Instructional
Curriculum Management
13
0.949
Instructional Activities
9
0.922
Governance
Operation Resources
8
0.906
Human Resources
6
0.906
Self-Emotion
Self-Awareness
9
0.934
Self-Control
4
0.874
Total items
68
0.904
Table 8 shows the value of Cronbach's Alpha >0.7 for all sub-constructs and
range from 0.851 to 0.949. The Alpha Cronbach's reliability value for each sub-
construct also shows that the Curriculum Management dimension has the highest
Alpha Cronbach's reliability value, which is 0.949, followed by the Alpha
Cronbach's reliability value for the Self-Awareness of 0.934, Instructional
Activities of 0.922, while the sub-constructs Goal achievement, Operation
Resources and Human Resources at 0.906, 0.906 and 0.905 respectively. All these
six sub constructs have a very high internal reliability. This information verified the

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main responsibility of middle leaders as the curriculum leader and administration
in schools (Beram et al., 2020; Gurr, 2019; Vijian & Jamalul, 2020).
Personality dimension with Alpha Cronbach's reliability value at 0.886,
Self-Control, 0.874 and Relationship Management at 0.851 are three sub-constructs
that are considered to be at a good level of trustworthiness. These three sub-
constructs are closely related to self-management in communication.
Communication is the most important element in ensuring information can be
conveyed and received effectively especially to those working in the middle.
Communication skills according to Hussin et al. (2021) also prioritize an attitude
of openness in accepting the views of others. Middle leaders who have this attitude
can simultaneously improve quality, productivity and ensure a harmonious work
environment (Wahab & Bahfen, 2021; Zhaparova et al.,2023).
Overall reliability analysis based on Table 8 shows that the middle leader
competency model consisting of 68 items provides a Cronbach's Alpha value of
0.904. This indicates that all 68 items in the nine sub-constructs are consistent and
have very high internal reliability (George & Mallery, 2003).
4. Conclusions
Based on the results of the study, it was found that all the main competency
constructs had achieved EFA fit with KMO values exceeding 0.6 and Bartlett's test
values significant at p values <0.05. This tests validated the adequacy of the items
for running the EFA analysis. The EFA analysis has generated nine new factors at
eigenvalues > 1.0 with a percentage of variance> 60%. These factors are sub-
constructs of the core competencies in the research model. Cronbach's Alpha values
>0.7 on all constructs indicated that the research instrument achieved high internal
consistency and reliability criteria and verified fit for further use in the field.
Table 9 shows the summary of the total number of items after the pilot study.
Table 9. Analysis of the Number of Items in Research Instruments
Competency Construct
Original Items
Dropped Items
Final Items
Leadership
28
9
19
Instructional
26
4
22
Governance
18
4
14
Self-Emotion
18
5
13
Total
90
22
68
Table 9 shows that 22 items were dropped from the original 90 items. A
total of 68 final items were retained in the questionnaire instrument of the
competency model after undergoing the EFA procedure. This confirms the fact that
Exploratory Factor Analysis is a robust tool used to identify underlying factors that
can help researchers make optimal decisions in determining specific competencies
that are reliable and relevant to the success of middle school leaders in schools.
In conclusion, this study contributes and has implications in the
development of existing theories and knowledge. The proposed instrument for

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middle leaders competency model was developed based on competency mapping
from the model of system in school (Hoy & Miskel, 2008), theory of middle
leadership (White, 2000) and model for competent manager (Boyatzis, 1982). It
was found that the development of this competency model was the first study to
combine task-based school environment theory with middle leaders' Self-Emotion
intelligence. The results of this study also proved that the high validity and
reliability of the competency model instrument is expected to create a pool of
outstanding middle leaders in Malaysian schools who excel in work and personal
emotions.
5. Suggestion for Future Study
Recommendations for further studies can be made by measuring the validity and
reliability of the instrument using other methods such as Content validity ratio
(CVR). This recommendation will be able to expand the development of knowledge
in different research methodologies. Since the study respondents are middle leaders
in primary schools, it is recommended that this instrument be used by middle
leaders in secondary schools and also in Institute of Teacher Education (IPG). This
can also be extended to middle leaders in primary schools in other countries. This
proposal is hoped to add new knowledge with diverse outputs according to different
populations.
Co-Authors’ Contribution
Co-authors affirmed that there is no conflict of interest in this article. Author1
prepared the literature review, carried out the field work and managed the draft of
writing. Author3 revised the interpretation of the data analysis. Author2 validated
the overall write-up.
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