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Virtual instructional leadership model (VILM) consists of seven constructs namely communicating the school’s goals, supervising and evaluating instruction, monitoring students’ progress, providing incentives for teachers, providing incentives for students, integrating mobile technology and getting involved in community support. The objectives of the study were to develop a computational of measurement model, evaluate and prove the suggested construct and indicators for VILM among principals. Data from 155 respondents collected through questionnaire were analyzed using AMOS version 22. The suggested constructs and indicators were considered accepted as measurement elements by observing a regression weight for loading factor, average variance extracted (AVE) for convergent validity, composite reliability (CR) for item reliability, the square root of AVE (√AVE) for discriminant validity, and at least three fit indexes for model fitness.  The findings showed that all constructs were significant (FL= 0.80-0.91; AVE= 0.646-0.944; CR= 0.834-0.960). Finally, this study was successfully developed a measurement model of virtual instructional leadership model. Therefore, these models can be used for school leaders, accessed future research or any type of program in order to improve the instructional leadership.

The Measurement Model of Virtual Instructional Leadership: Confirmatory Factor Analysis Approach