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<p>The purpose of this study was to develop and validate a scale measuring critical thinking competencies in transformational leadership, with explicit attention to ethical and spiritual dimensions, among secondary school principals in five Arab countries (United Arab Emirates, Bahrain, Qatar, Jordan, and Saudi Arabia). The study proceeded in three phases. In Phase 1, semi-structured interviews with school principals were conducted to elicit key concepts. In Phase 2, qualitative findings were integrated with an extensive literature review to develop and refine the initial item pool. In Phase 3, the quantitative sample was randomly split into two independent subsamples (n = 372 each), with EFA and exploratory graph analysis (EGA) conducted in the first subsample and CFA conducted in the second. Additional assessments included convergent validity, measurement invariance across gender, and reliability (Cronbach’s alpha, McDonald’s omega, and test–retest ICC). The analyses revealed a five-factor structure underpinning the scale, encompassing Meta-Analytical Reflection, Transformational Reasoning, Transcendent Spiritual Insight, Future-Oriented Vision, and Ethical Dialectics. The final CTCS-TL comprises 34 items across these five dimensions. CFA fit indices supported good model fit, and reliability estimates indicated strong internal consistency and temporal stability. The CTCS-TL provides a culturally grounded instrument for evaluating and developing transformational leadership-related critical thinking informed by ethical and spiritual considerations among secondary school principals in the Arab world.</p>

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Exploring Ethical and Spiritual Dimensions of Educational Leadership Among Secondary School Principals: Critical Thinking Competency Scale for Transformational Leadership (CTCS-TL)

  • 期刊论文

  • 发表日期：

    2026年2月27日

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  • Amal Jamal Al Khatib,
  • Mahmoud Gharaibeh,
  • Mohammad Nayef Ayasrah,
  • Mohamad Ahmad Saleem Khasawneh

摘要

The purpose of this study was to develop and validate a scale measuring critical thinking competencies in transformational leadership, with explicit attention to ethical and spiritual dimensions, among secondary school principals in five Arab countries (United Arab Emirates, Bahrain, Qatar, Jordan, and Saudi Arabia). The study proceeded in three phases. In Phase 1, semi-structured interviews with school principals were conducted to elicit key concepts. In Phase 2, qualitative findings were integrated with an extensive literature review to develop and refine the initial item pool. In Phase 3, the quantitative sample was randomly split into two independent subsamples (n = 372 each), with EFA and exploratory graph analysis (EGA) conducted in the first subsample and CFA conducted in the second. Additional assessments included convergent validity, measurement invariance across gender, and reliability (Cronbach’s alpha, McDonald’s omega, and test–retest ICC). The analyses revealed a five-factor structure underpinning the scale, encompassing Meta-Analytical Reflection, Transformational Reasoning, Transcendent Spiritual Insight, Future-Oriented Vision, and Ethical Dialectics. The final CTCS-TL comprises 34 items across these five dimensions. CFA fit indices supported good model fit, and reliability estimates indicated strong internal consistency and temporal stability. The CTCS-TL provides a culturally grounded instrument for evaluating and developing transformational leadership-related critical thinking informed by ethical and spiritual considerations among secondary school principals in the Arab world.