Collective leadership is increasingly important because collective teacher efficacy, a subset of this type of leadership, is a significant factor in student learning. The purpose of this study is to provide evidence for the structural validity of a collective leadership instrument across public and private school settings using the multigroup factor analysis invariance framework for categorical indicators. The results supported invariance in factor structure, loadings, intercepts, and residual (co)variances and latent variances and covariances equality. Collective leadership development is theorized to play a central role in the effectiveness of both public and private schools alike so any instrument used to make decisions about collective leadership should be reflective of the pertinent constructs in general rather than the data being an artifact of the particular setting.

集体领导力越来越重要，因为集体教师效能是这种领导力的一个子集，是学生学习的重要因素。本研究的目的是使用分类指标的多组因子分析不变性框架，为跨公立和私立学校环境的集体领导工具的结构有效性提供证据。结果支持因子结构、载荷、截距和残差（协）方差以及潜在方差和协方差相等的不变性。