Transformational leadership, professional learning communities, teacher learning and learner centred teaching practices; Evidence on their interrelations in Mozambican primary education

By Hans Luyten, Manuel Bazo. Studies in Educational Evaluation, 2019

102 citations recorded by the source corpus.

Abstract This study examines the routes via which transformational leadership, professional learning communities and teacher learning lead to more learner centred teaching practices. By means of structural equation modelling (path analysis with latent variables) a conceptual model was tested, using questionnaire data from 518 teachers in 95 Mozambican primary schools. The data analysis shows that the effect of transformational leadership on teaching practices is substantial but indirect, running via professional learning communities and teacher learning. All in all, the impact of professional learning communities on teaching practices is particularly strong. Its effect is both direct and indirect, running via teacher learning. The findings show the relevance of the concepts transformational leadership and professional learning communities in an African context.

Subfields: Education, Organizational Behavior and Human Resource Management

View Paper: https://www.semanticscholar.org/paper/63883b47b51198f81166c75580c14501b454e552

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. A. Kılınç
2. Mahmut Polatcan
3. M. Bellibaş
4. A. Evers
5. Marjan Vermeulen
6. Karel Kreijns

In Organizational Behavior and Human Resource Management

1. A. Evers
2. A. Kılınç
3. M. Bellibaş
4. Marjan Vermeulen
5. Karel Kreijns
6. Mahmut Polatcan

Citations in the corpus

• Transformational leadership, leader–member exchange and school learning climate: Impact on teachers’ innovative behaviour in the Netherlands (2020, background): “Furthermore, earlier research has proved that TL affects all kinds of school aspects such as the school culture (Day et al., 2016; Luyten and Bazo, 2019) or school climate (McCarley et al.”
• Linking instructional leadership to teacher practices: The mediating effect of shared practice and agency in learning effectiveness (2020, background): “Given these findings, a growing number of educational scholars have centered their attention on understanding the substantial school factors that influence how teachers change and improve their teaching practices, particularly over the past decade (e.g. Goddard et al., 2019; Luyten and Bazo, 2019; T”