Exploring the association between distributed leadership and student achievement: the mediation role of teacher professional practices and teacher self-efficacy

被引：8
作者：
Kilinc, Ali Cagatay [1 ]
Polatcan, Mahmut [1 ]
Cepni, Osman [1 ]
机构：
[1] Karabuk Univ, Fac Letters, Karabuk, Turkiye
来源：
JOURNAL OF CURRICULUM STUDIES | 2023年 / 55卷 / 03期
关键词：
Distributed leadership; teacher professional practices; teacher self-efficacy; student achievement; JOB-SATISFACTION; ORGANIZATIONAL COMMITMENT; PRINCIPAL LEADERSHIP; SCHOOL IMPROVEMENT; INSTRUCTION; CONTEXT; MODELS; IMPACT;
D O I：
10.1080/00220272.2023.2216770
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
This study explores how distributed leadership influences student reading achievement in Turkish high schools, with the mediating role of teacher professional practices and self-efficacy. After assembling school- and student-level data from the datasets of The Program for International Student Assessment (PISA) 2018 and The Teaching and Learning International Survey (TALIS) 2018, we conducted a multilevel structural equation model (MSEM) using the estimation method of Maximum Likelihood to analyse the structural links among our variables. The results revealed that distributed leadership had a significant indirect association with student reading achievement via teacher professional practices and teacher self-efficacy. This study adds nuance to the literature by indicating that distributed leadership can make a difference in student achievement by promoting teachers' engagement in professional practices and their self-efficacy.
引用
收藏
页码：352 / 368
页数：17
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