Abstract:

This paper presents the analysis of the factorial structure and internal consistency of the instrument the Distributed Leadership Inventory (DLI) in Chilean primary teachers. Teachers voluntarily participated in 511 (379 women, 132 men) in exercise, from the following regions: Metropolitan, Second, Fifth, Eighth and Ninth, in the period from March to September 2014. The exploratory factorial analysis and the confirmatory factorial analysis were conducted with structural equations for to obtain evidence of construct validity and internal consistency. These studies confirmed the distribution of the reagents on five factors of the instrument, indicating a good fit to the data, as the value Root Mean Square Error of Approximation. (RMSEA), however a set of items presented inappropriate behavior in the factorial matrix resulting, which were removed. These results are satisfactory and partially consistent with theoretical and empirical research related to the construct. We conclude that DLI validation allows measurement of the perception of distributed leadership, consistent from a statistical point of view and allows the comparison of results between populations and variables of interest for the development of organizational processes such as support, supervision, participation and cooperation inherent in teachers.

Keywords:  leadership; teachers; primary education; multifactorial analysis; Chile.