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Despite the efforts to improve the usage of insecticide-treated nets (ITNs) among pregnant women in endemic malaria countries like Ghana, its usage still remains low. Therefore, this study aims to assess the intention to use ITNs and actual usage behaviour among pregnant women in Ghana using the integrated model of behaviour prediction (IMBP) and explore factors preventing its usage.

A structured questionnaire was administered to 310 respondents using a convenience sampling technique, and the data were analysed using multiple regression. Exploratory data collected through an interview guide was analysed using Kvale and Brinkman’s (2015) five-step approach.

The findings indicate a significantly positive association between intention to use ITN and actual usage of ITN among pregnant women in Ghana. Attitude and normative beliefs were the most significant predictors of intention to use ITNs among pregnant women. The result further shows that despite the generally positive perception of the effectiveness of the ITN in malaria prevention and positive intention to use it, its actual usage remains low because of discomfort (primarily associated with heat, irritation, heat rashes, suffocation and vomiting, size and design, reactions to ITN’s chemicals and misconceptions about ITNs causing cancer. In this study, the implications are discussed.

This study applied the IMBP to ITNs usage intention among pregnant women in a developing market context and found the model to predict ITN usage intention effectively.

The purpose of this paper is to contribute to the ongoing dialog of whether and how instructional leadership is distinguished conceptually from general leadership notions, such as charisma, and to continue the ongoing psychometric research on the The Vanderbilt Assessment of Leadership in Education (VAL-ED) by examining its convergent and divergent validity. The authors hypothesize that the VAL-ED will be highly correlated with another measure of instructional leadership, but will be weakly correlated with more general measures of leadership that are rooted in personality theories. To test the convergent validity the authors implement the Hallinger and Murphy (1985) Instructional Management Behavior of Principals (IMBP) inventory, (Hallinger and Murphy, 1985; Hallinger, 2011). The authors use an instrument for emotional intelligence, Trait Emotional Intelligence Questionnaire (TEIQue) as the divergent measure (Petrides et al., 2007). Results indicate that principals and teachers have different perceptions of leadership concepts.

The sample of schools in this study included 63 schools, 47 elementary, seven middle, and nine high schools from eight districts in six states in the US correlational analyses and regression are implemented.

The three sets of correlations from teacher responses about their principals among the three measures of the VAL-ED, TEIQue, and PIMRS (0.715, 0.686, and 0.642) are similar in size and all quite high. The picture is different for principals’ self-ratings, however. The VAL-ED is more strongly correlated (0.492) with PIMRS than with TEIQue (0.119), providing some evidence for convergent validity between learning-centered leadership and instructional management, and divergent validity when compared with emotional intelligence traits. The correlation between teachers and principals on the VAL-ED is only 0.17.

An interesting finding of this study is that principals can discriminate between instructional leadership measures and emotional traits when self rating, while teachers rate their principals similarly, and do not seem to discriminate between instructional leadership practices, as measured by the VAL-ED or PRIMS, and general traits associated with leadership effectiveness, as measured by the TEIQue. This paper discusses the theoretical and practical implications of these findings for both understanding the limitations of rating scales measuring instructional leadership, and their uses for evaluation purposes. Furthermore, teachers seem to perceive and understand these leadership traits differently than principals suggesting the need for training in how to use and interpret the results.

Educator accountability has placed principal evaluation and assessment at the forefront of reform debates. There is limited research on 360 degree evaluation systems. Rating scales of principals’ instructional leadership, are being used for assessing principals’ strengths and weaknesses in making decisions about tenure, merit pay, and ongoing professional development. Given the significance of these decisions it is important to ensure that principal evaluation instruments are valid.