Instrument validation: The impact of perceived instructional leadership on student engagement among the leaders of international schools of Jeddah, Saudi Arabia

Abstract

When engaging students in their studies, instructional leaders are critical. It is challenging to pique the attention of 21^st century students in learning. As a result, further in-depth research on this topic is required. Furthermore, the tools now accessible to meet this need are even more critical. As a result, this article aims to validate an instrument used by international secondary school leaders in Jeddah to measure the impact of perceived instructional leadership on student engagement. The scale is based on the 4-H Study for Positive Youth Development's School Engagement Scale (Richard, 2005). Three experts have validated this instrument. The findings highlight a rigorously validated instrument through thematic analysis of expert feedback, emphasizing cultural relevance, clarity, and alignment with instructional leadership in Jeddah’s international schools.