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 language | English |
|---|---|
| Pages (from-to) | 387-412 |
| Journal | School Effectiveness and School Improvement |
| Volume | 32 |
| Issue number | 3 |
| Early online date | Dec 2020 |
| DOIs | |
| Publication status | Published - 2021 |
UN SDGs
This output contributes to the following UN Sustainable Development Goals (SDGs)
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SDG 4 Quality Education
Keywords
- Distributed leadership
- Instructional leadership
- Instructional quality
- TALIS
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