A Development of Ethical Leadership and the Cause-and-Effect Factors of Ethical Leadership Scales for Students at Thailand National Sports University
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Abstract
This research aimed to examine the construct validity of the ethical leadership and its causes and effects; examine the discriminatory power of scales; create T-normal criteria for measuring variables; check the slope parameters of each item, and the threshold values of selecting each item; examine the differential item functioning (DIF) of the items; and compare the number of validated items analyzed using Classical Testing Theory (CTT) and Item Response Theory (IRT) methods. The sample comprises 1,048 Thailand National Sports University (TNSU) students from secondary data. The research procedures consisted of comparing means analysis with known group technique, validating construct validity with confirmatory factor analysis, developing normalized T-scores, examining the joint slope parameters and their threshold values of each item, checking the different functions of each item, and comparing the number of validated items between CTT and IRT methods using the dependent t-test. The results were as follows: 1) The results of examining the construct validity of student ethical leadership and its causes and effects scales indicated that all 62 variables were validated. 2) The results of examining the discriminatory power of the developed scales showed that the scales had discriminatory power. 3) The results of creating normalized T criteria revealed that the normalized T-scores were able to classify individuals into differentiate groups. 4) The results of checking the slope parameters of each item, and the threshold value of each answer item pointed out that the common slope parameters and the threshold had β values distributed over a range of parameters, the Threshold values of each answer item were β1< β2< β3< β4. 5) The results of examining the different functions of the items on each variable notified that there were items biased toward subgroup. 6) The results of comparing the number of valid test items analyzed using CTT and IRT methods verified that 27 variables had the same number of items, there were 33 variables with no statistically significant difference in item number, which indicated that both theories provide similar results for scales developing.
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