ORIGINAL RESEARCH article
Front. Psychol.
Sec. Educational Psychology
Psychometric Evaluation of the Chinese Version of the Educational Leadership Scale for Nursing Students (ELS-NS): A Quantitative Cross-Sectional Design
Provisionally accepted
- First Affiliated Hospital of Jinzhou Medical University, Jinzhou, China
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This study adapted and revised the Educational Leadership Scale (ELS-NS) for Chinese contexts and examined its reliability and validity within the Chinese cultural framework. Employing a cross-sectional survey method, 508 nursing students from three medical colleges in Liaoning Province were surveyed, with 50 participants selected for retesting two weeks later. The Chinese version of the ELS-NS comprises 19 items. Exploratory factor analysis identified three factors: visionary leadership, instructional leadership, and research leadership, explaining 67.251% of the total variance. Confirmatory factor analysis indicated good model fit (χ²/df=0.112, RMSEA=0.015, SRMR=0.034, CFI=0.997, TLI=0.997, AGFI=0.958, PGFI=0.758). The total scale Cronbach's α was 0.940, with dimension-specific α values ranging from 0.841 to 0.943. Composite reliability exceeded 0.7, split-half reliability was 0.764, and test-retest reliability was 0.926. Content validity was 0.84, with factor loadings exceeding 0.6 for all items and average variance extracted exceeding 0.5. Both convergent and discriminant validity met standards. Results indicate that the Chinese version of the ELS-NS demonstrates good reliability and validity, making it suitable for assessing educational leadership tendencies among nursing students.
Keywords: Educational Leadership, Nursing education, nursing students, Psychometrics, Leadership
Received: 01 Apr 2025; Accepted: 27 Oct 2025.
Copyright: © 2025 Yu, Wang and Wang. 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) or licensor 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: Xiu li Wang, 372581132@qq.com
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