Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Faculty Publications Article Faculty Publications -Articles Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource TA, Augusty; DSouza, Greta Title A name given to the resource Validating a Teacher Professional Development Program to Develop Leadership and Mentorship among in-Service Teachers Date A point or period of time associated with an event in the lifecycle of the resource 01-01-2026 Source A related resource from which the described resource is derived International Journal of Educational Reform; Identifier An unambiguous reference to the resource within a given context <a href="https://doi.org/10.1177/10567879261446919" target="_blank" rel="noreferrer noopener">https://doi.org/10.1177/10567879261446919</a> <br /><br /><a href="https://www.scopus.com/pages/publications/105038618338?origin=resultslist" target="_blank" rel="noreferrer noopener">https://www.scopus.com/pages/publications/105038618338?origin=resultslist</a> Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant TA A., School of Education, CHRIST University, Bangalore, India; DSouza G., School of Education, CHRIST University, Bangalore, India Description An account of the resource School teachers are pivotal in shaping the world's future. Their ongoing professional development (PD) is crucial to fostering a positive school culture. This study aimed to develop and validate a PD program for in-service teachers, ensuring its content and empirical validity in enhancing teacher leadership and mentorship. The module underwent content validation by 14 experts using Lawshe's content validity ratio and the content validity index to determine its appropriateness and alignment with PD proposed by the National Education Policy 2020. Empirical validation was conducted with 30 participants using a single-group pre-testpost-test design to measure the module's impact. Content validation confirmed the high expert agreement, indicating strong content relevance. Empirical validation revealed significant improvements in participants leadership and mentorship competencies as evidenced by positive post-test outcomes. The findings suggest that the module effectively enhances teacher professional development (TPD) by improving association, professional learning, assessment, instruction, community and policy in leadership, and self-efficacy and outcome expectancy in mentorship. The validated module is a structured framework for TPD that contributes to evidence-based educational training. Future research could explore its long-term effectiveness with larger samples and a mixed-methods design, employing multiple models and frameworks, including India-specific ones, across diverse educational contexts. The Author(s) 2026 Subject The topic of the resource content validity; empirical validity; leadership; mentorship; module development; professional development Publisher An entity responsible for making the resource available SAGE Publications Inc. Relation A related resource ISSN: 10567879; Language A language of the resource English Type The nature or genre of the resource Article Rights Information about rights held in and over the resource Restricted Access; Hardcopy may be available in the library Format The file format, physical medium, or dimensions of the resource online