This study aims to construct the dimensions of elementary school principals’ turnaround leadership and related competency indicators, the relationships of effects and weight system. It includes three stages. During the first stage, the dimensions and indicators of elementary school principals’ turnaround leadership were developed based on literature review, and validated by ten experts. Then, stratified random sampling was conducted; 515 elementary school principals were invited to fill out the questionnaire, and among which 371 valid questionnaires were obtained. By using SPSS and AMOS, item analysis and Confirmatory Factor Analysis were conducted. During the second stage, 14 elementary school principals, scholars and experts were invited to fill out the expert questionnaire. By using DEMATEL, INRM of dimensions and indicators were created. During the third stage, by using DANP, the relationships of effects among indicators and weight system were established. The findings of this study indicated that: 1) there are four dimensions and 20 indicators of elementary school principals’ turnaround leadership; 2) there is an interdependent relationship between the four dimensions and 20 indicators and they influence each other; 3) the four dimensions are driving results, problem solving, personal effectiveness, and influencing results in the order of importance. Finally, specific suggestions were offered for educational decision-making, leadership practice, and future research.
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The Construction of Dimensions and Competency Indicators of Elementary School Principals’ Turnaround Leadership: A Novel Hybrid MCDM Model
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