Investigating the association between principal learning-centred leadership and teacher instructional practices: the mediating roles of teacher self-efficacy and collective teacher efficacy

被引:2
作者
Kilinc, Ali cagatay [1 ]
Polatcan, Mahmut [1 ]
Erdogan, Onur [2 ]
Sezgin, Ferudun [2 ]
Ozdemir, Servet [3 ]
机构
[1] Karabuk Univ, Fac Letters, Dept Educ Sci, Karabuk, Turkiye
[2] Gazi Univ, Dept Educ Sci, Ankara, Turkiye
[3] Baskent Univ, Dept Educ Sci, Ankara, Turkiye
关键词
Learning-centred leadership; teacher instructional practices; teacher self-efficacy; collective teacher efficacy; CLASSROOM INSTRUCTION; SCHOOL LEADERSHIP; JOB-SATISFACTION; CONSTRUCT; PATHWAYS; BEHAVIOR; CHINA;
D O I
10.1080/03055698.2023.2279035
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
The purpose of the current study was to investigate the relationship between principal learning-centred leadership and teacher instructional practices, with the mediating role of teacher self-efficacy and collective teacher efficacy. Drawing data from a sample of 1219 teachers in secondary and high schools in Turkey, this study employed a cross-sectional survey design. Confirmatory factor analysis and structural equation modelling were conducted to analyse the data. The findings provided evidence of a small direct association between learning-centred leadership and teacher instructional practices and an indirect relationship mediated by teacher self-efficacy and collective teacher efficacy. Drawing on empirical data from a developing non-Western context, our results contribute nuance to the global knowledge base by confirming the positive and direct link between learning-centred leadership and teacher practices. Our results also underscore the significant mediating role of teacher self-efficacy and collective teacher efficacy between these two constructs. We discuss the implications for policymakers and practitioners.
引用
收藏
页数:20
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