Does school leadership matter for teachers’ classroom practice? The influence of instructional leadership and distributed leadership on instructional quality

Mehmet Şükrü BELLIBAŞ, Sedat GUMUS, Yan LIU

Research output: Contribution to journalArticlespeer-review

1 Citation (Scopus)

Abstract

The presented paper aims to examine the influence of principal leadership on teaching practices in order to reveal direct and indirect effects of instructional and distributed leadership models on teachers’ instructional quality, with the mediating effect of teacher collaboration and job satisfaction. This research conducted secondary data analysis using the Teaching and Learning International Survey (TALIS) 2013 dataset collected by the Organisation for Economic Co-operation and Development (OECD). Multilevel structural equation modeling (SEM) was applied to the analysis of the data. The results suggested a significant direct effect of principals’ instructional leadership on instructional quality, while the effect of distributed leadership was mainly indirect, mediated by teacher collaboration and job satisfaction. Copyright © 2020 Informa UK Limited, trading as Taylor & Francis Group.
Original languageEnglish
Pages (from-to)387-412
JournalSchool Effectiveness and School Improvement
Volume32
Issue number3
Early online dateDec 2020
DOIs
Publication statusPublished - 2021

Citation

Bellibaş, M. Ş., Gümüş, S., & Liu, Y. (2021). Does school leadership matter for teachers’ classroom practice? The influence of instructional leadership and distributed leadership on instructional quality. School Effectiveness and School Improvement, 32(3), 387-412. doi: 10.1080/09243453.2020.1858119

Keywords

  • Distributed leadership
  • Instructional leadership
  • Instructional quality
  • TALIS

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