Abstract: There are two ways to conduct
Confirmatory Factor Analysis (CFA) using individual confirmatory factor
analysis or group confirmatory factor analysis based on the measurement model.
The number of items depends on the construct used in the study and the
measurement model analysis is conducted separately if the number of items in
the construct is more than four. Whereas, pooled CFA runs all measurement models
at the same time. Items with a factor loading
value of less than 0.6 are considered
unimportant to the measurement of the construct and can be discarded Chik,
Abdullah, Ismail and Mohd Noor
(2024). A total of 384 study samples were involved in this research. Data were analyzed
using the IBM-SPSS-AMOS (Structural Equation Modeling-SEM) program version
21.0. Adjustment tests were conducted to ensure that the tested indicators
truly represent the construct being measured and Confirmatory Factor Analysis
was conducted in this study as a prerequisite that must be met. The findings of
the study show that all the
correlations between the constructs Headmaster Leadership Style (based on Transformational
Leadership, Transactional Leadership, Laisez_Faire Leadership), Teacher Management
Motivation and Malaysian Education Quality Standards (MEQS) Wave 2 (MEQSw2)
have a value less than 0.85 (<0.85) teachers Management of Terengganu
National Schools. The results of the combined confirmatory factor analysis of
all measurement models (Pooled CFA), prove that all constructs do not have a strong relationship with each other to
avoid the existence of multicollinearity problems.
Keywords: Headmaster Leadership Style, Teacher Management Motivation,
Standard1 Assessment MEQSw2, Confirmatory Factor Analysis (CFA), Pooled CFA