Distributed leadership, professional collaboration, and teachers’ job satisfaction in U.S. schools
By Darlene García Torres. Teaching and Teacher Education : An International Journal of Research and Studies, 2019
242 citations recorded by the source corpus.
Abstract This study uses hierarchical linear modeling (HLM) to investigate relationships among distributed leadership, professional collaboration, and teachers' job satisfaction in U.S. schools. Data are from the Organization for Economic Cooperation and Development (OECD) 2013 Teaching and Learning International Survey (TALIS). Results revealed teachers’ perceptions of distributed leadership were significantly, positively associated with their job satisfaction after accounting for other individual and school culture variables, with reciprocal mediation between distributed leadership and professional collaboration. This study has policy implications for leadership in disadvantaged schools in addition to research implications, particularly regarding how leadership is reflected in the responses of different school stakeholders.
Subfields: Education
View Paper: https://www.semanticscholar.org/paper/0edd2004e67915473b1680e12fd672e0d78067be
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In Education
Citations in the corpus
- The Relationship Between School Administrators’ Leadership Styles, School Culture, and Organizational Image (2020, background): “Transformist leaders think, examine, and take risks for realizing tasks in the organization, in addition to imbuing certain notions and visions for organizational purposes in the employees of these organizations (Torres, 2019).”
- Effects of school climate and teacher self-efficacy on job satisfaction of mostly STEM teachers: a structural multigroup invariance approach (2020, background): “García Torres, D. (2019).”