Panya Akkaraputtapong
Hoa Thi Mai Nguyen
Ha Thanh Ngo
Nga Thi Hang Ngo4- 1Department of Educational Policy Management and Leadership, Chulalongkorn University, Bangkok, Thailand
- 2School of Education, University of New South Wales, Sydney, NSW, Australia
- 3Business School, University of New South Wales, Sydney, NSW, Australia
- 4Tay Bac University, Son La, Vietnam
A Correction on
A teacher leadership model validation for in-service teachers
by Akkaraputtapong, P., Nguyen, H. T. M., Ngo, H. T., and Ngo, N. T. H. (2025). Front. Educ. 10:1503997. doi: 10.3389/feduc.2025.1503997
In the published article, there were minor mistakes in the main text. The statement for factor extraction criteria was displayed as “Upon the factor extraction, the author removed the items with factor loading less than ±0.40 (Hair et al., 2019), cross-loading items with less than 0.15 difference from its highest factor loading, and items having communalities less than 40 (Worthington and Whittaker, 2006).” There were errors related to authorship reference, pronoun agreement, and expression of the item communality threshold value.
A correction has been made to the section Results, subsection 3.1 Exploratory Factor Analysis (EFA), Paragraph 3:
“Principal axis factoring was performed as this study focused on scale validation (Hair et al., 2019), and promax oblique rotation was employed because the factors were expected to be correlated (Hair et al., 2019). The number of plausible factors was determined as seven based upon the theoretical foundation (Watkins, 2018). Upon the factor extraction, the authors removed the items with factor loading less than ±0.40 (Hair et al., 2019), cross-loading items with less than 0.15 difference from their highest factor loading, and items having communalities less than 0.40 (Worthington and Whittaker, 2006). Factor extraction and rotation were rerun after the removal of each item, and a total of 21 items were removed along the process. The rerun seven-factor solution revealed that two factors obtaining less than two items, which would not yield a meaningful interpretation (Williams et al., 2010). These factors and their items were thus deleted (Worthington and Whittaker, 2006), and a five-factor solution was administrated. Three more items were also then removed based on the theoretical relevance.”
The original version of this article has been updated.
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Keywords: teacher professional development, educational leadership, Teacher Leader Model Standards (TLMS), scale development, model validation
Citation: Akkaraputtapong P, Nguyen HTM, Ngo HT and Ngo NTH (2025) Correction: A teacher leadership model validation for in-service teachers. Front. Educ. 10:1642346. doi: 10.3389/feduc.2025.1642346
Received: 06 June 2025; Accepted: 26 June 2025;
Published: 21 July 2025.
Edited and reviewed by: Stefinee Pinnegar, Brigham Young University, United States
Copyright © 2025 Akkaraputtapong, Nguyen, Ngo and Ngo. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
*Correspondence: Panya Akkaraputtapong, cGFueWEuYUBjaHVsYS5hYy50aA==