Linking instructional leadership to teacher practices: The mediating effect of shared practice and agency in learning effectiveness
By M. Bellibaş, Mahmut Polatcan, A. Kılınç. Educational Management, Administration & Leadership, 2020
118 citations recorded by the source corpus.
This paper examines the effects of instructional leadership on the change in teachers’ classroom practices, with the mediating role of shared practice and learning effectiveness. The study employed a cross-sectional survey design, using quantitative methods. Confirmatory factor analysis and structural equation modeling were used to analyze the data collected from 350 teachers in primary and secondary schools in various provinces of Turkey. The results provided evidence consistent with the previous research from western English-speaking societies, suggesting an indirect relationship between leadership and teachers’ instructional practices with the full mediation roles of shared practices among teachers and their sense of agency in learning effectiveness. This work concludes that teacher learning and collaborative practices among teachers, influenced by principals’ instructional practices, can facilitate a significant change in several diverse components of classroom instruction, such as the quality of grouping, questions, homework, instructional strategies and differentiated practices.
Subfields: Education
View Paper: https://www.semanticscholar.org/paper/75e6cfa1824bc16edcdd4013747d0102c036c8fb
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In Education
Citations in the corpus
- The Moderation Role of Transformational Leadership in the Effect of Instructional Leadership on Teacher Professional Learning and Instructional Practice: An Integrated Leadership Perspective (2021, methodology): “…2.98, root mean square error of approximation [RMSEA]= 0.08, root mean square residual [SRMR]= 0.04, comparative fit index [CFI]= 0.96, Tucker–Lewis index [TLI]= 0.96) obtained by Bellibaş et al. (2020) show that the adapted scale is acceptable in the context of the Turkish education system.”