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Table 4 Correlations among theoretically related and unrelated variables

From: Leading the charge in the education sector: development and validation of the School Implementation Leadership Scale (SILS)

  SILSa
Convergent SILSa A B C D E F G H
A. Proactive 1.00        
B. Knowledgeable .834e 1.00       
C. Supportive .815e .781e 1.00      
D. Perseverant .841e .801e .858e 1.00     
E. Communication .816e .782e .844e .846e 1.00    
F. Vision/mission .830e .794e .819e .817e .868e 1.00   
G. Availability .755e .714e .817e .816e .809e .760e 1.00  
H. Total .917e .886e .926e .933e .933e .919e .891e 1.00
MLQb         
Intellectual stimulation .652e .632e .691e .687e .686e .679e .696e .737e
Inspirational motivation .633e .643e .700e .657e .642e .686e .630e .717e
Individualized consideration .632e .618e .690e .660e .650e .640e .704e .719e
Idealized Influence (behavior) .654e .638e .697e .673e .650e .687e .622e .721e
Idealized Influence (attributed) .654e .673e .726e .696e .681e .672e .717e .753e
Transformation leadership total .704e .698e .766e .737e .726e .736e .739e .798e
Management-by-exception (active) .116d .108d .049 .059 .100d .116d .070 .096e
Contingent reward .586e .563e .627e .606e .625e .640e .652e .673e
Divergent PSTQc         
Total .378e .362e .440e .400e .397e .391e .412e .435e
School demographics         
School size .111d .091 .119d .134e .118d .136e .046 .117d
% White .166e .171e .245e .217e .177e .164e .213e .212e
% Non-White – .241e – .254e – .302e – .311e – .258e – .234e – .243e – .288e
% Transitional bilingual .058 .040 – .005 – .001 – .027 – .005 – .052 – .001
% Special education – .072 – .088 – .088 – .082 – .081 – .122d – .098d – .099d
% Attendance rates .024 .047 .017 .051 .078 .072 .032 .050
  1. a = School Implementation Leadership Scale; b = Multifactor Leadership Questionnaire; c = Public School Teacher Questionnaire
  2. dCorrelation is significant at the 0.05 level (2-tailed)
  3. eCorrelation is significant at the .01 level (2-tailed)