Investigating the Relationship Between Leadership for Learning and Student Achievement Through the Mediation of Teacher Performance: A Meta-Analytic Structural Equation Modeling (MASEM) Approach

被引：0
作者：
Papadakis, Stamatios [1 ]
Kanadli, Sedat [2 ]
Kardas, Abdurrahman [3 ]
Tulubas, Tijen [4 ]
Karakose, Turgut [4 ]
Polat, Hakan [5 ]
机构：
[1] Univ Crete, Fac Educ, Dept Educ Technol, Rethimnon 74100, Greece
[2] Mersin Univ, Fac Educ, TR-33100 Mersin, Turkiye
[3] Prov Directorate Natl Educ, TR-72070 Batman, Turkiye
[4] Kutahya Dumlupinar Univ, Fac Educ, TR-43100 Kutahya, Turkiye
[5] Firat Univ, Fac Educ, TR-23119 Elazig, Turkiye
来源：
EDUCATION SCIENCES | 2024年 / 14卷 / 12期
关键词：
leadership for learning; instructional leadership; transformational leadership; distributed leadership; teacher performance; student achievement; TRANSFORMATIONAL SCHOOL LEADERSHIP; DISTRIBUTED LEADERSHIP; PRINCIPAL; OUTCOMES; CONTEXT; IMPACT; BIAS;
D O I：
10.3390/educsci14121320
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
The Leadership for Learning (LfL) framework is often used to investigate the effect of leadership on student achievement (SA). This framework encompasses instructional leadership (IL), transformational leadership (TL), and distributed leadership (DL) qualities that are likely to influence teaching-learning processes at school. The existing literature indicates that LfL can influence both teacher performance and practices and students' achievement significantly. The current study aims to investigate the mediating role of teacher performance in the relationship between LfL and student achievement using meta-analytical structural equation modeling (MASEM). Correlation values obtained from 60 studies (a total of 36,331 participants) investigating the relationship between these variables were used for the meta-analysis. The findings showed that all three types of leadership affected teacher performance directly, and teacher performance had a direct effect on student achievement. While the effect of IL on SA was mostly indirect, TL and DL were found to affect student achievement both directly and indirectly through teacher performance. Our findings suggest significant implications for not only researchers but also policy-makers and practitioners to improve school performance.
引用
收藏
页数：25
相关论文
共 106 条
  • [1] Dutta V., Sahney S., Relation of principal instructional leadership, school climate, teacher job performance and student achievement, J. Educ. Adm, 60, pp. 148-166, (2022)
  • [2] Hallinger P., Gumus S., Bellibas M.S., ‘Are principals instructional leaders yet?’ A science map of the knowledge base on instructional leadership, 1940–2018, Scientometrics, 122, pp. 1629-1650, (2020)
  • [3] Robinson V.M., Lloyd C.A., Rowe K.J., The impact of leadership on student outcomes: An analysis of the differential effects of leadership types, Educ. Adm. Q, 44, pp. 635-674, (2008)
  • [4] Leithwood K., Harris A., Hopkins D., Seven strong claims about successful school leadership revisited, Sch. Leadersh. Manag, 40, pp. 5-22, (2020)
  • [5] Witziers B., Bosker R.J., Kruger M.L., Educational leadership and student achievement: The elusive search for an association, Educ. Adm. Q, 39, pp. 398-425, (2003)
  • [6] Gurr D., Drysdale L., Mulford B., Models of successful principal leadership, Sch. Leadersh. Manag, 26, pp. 371-395, (2006)
  • [7] Leithwood K., Mascall B., Strauss T., Sacks R., Memon N., Yashkina A., Distributing leadership to make schools smarter: Taking the ego out of the system, Leadersh. Policy Sch, 6, pp. 37-67, (2007)
  • [8] Karakose T., Leithwood K., Tulubas T., The intellectual evolution of educational leadership research: A combined bibliometric and thematic analysis using SciMAT, Educ. Sci, 14, (2024)
  • [9] Day C., Gu Q., Sammons P., The impact of leadership on student outcomes: How successful school leaders use transformational and instructional strategies to make a difference, Educ. Adm. Q, 52, pp. 221-258, (2016)
  • [10] Tian M., Huber S.G., Mapping educational leadership, administration and management research 2007–2016: Thematic strands and the changing landscape, J. Educ. Adm, 58, pp. 129-150, (2020)
12345678910