Building school-wide capacity for improvement: the role of leadership, school organizational conditions, and teacher factors

By Erik E. J. Thoonen, Peter J. C. Sleegers, F. Oort, T. Peetsma. 2012

174 citations recorded by the source corpus.

Subfields: Education, Information Systems and Management

View Paper: https://www.semanticscholar.org/paper/af528e56784c13fa53179f325aa288c9f84a8d42

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Citations in the corpus

Unpacking the effects of culture on school leadership and teacher learning in China (2020, background): “…emerged as a high-value target for research in both Western (e.g. Frost, 2006; Geijsel et al., 2009; Kwakman, 2003; Parise and Spillane, 2010; Thoonen et al., 2012; Vescio et al., 2008) and Chinese societies (Liu and Hallinger, 2018; Liu et al., 2016; Paine and Fang, 2006; Qian et al., 2016;…”
The Moderation Role of Transformational Leadership in the Effect of Instructional Leadership on Teacher Professional Learning and Instructional Practice: An Integrated Leadership Perspective (2021, background): ““Inspired by adult learning theories and situated 784 Educational Administration Quarterly 57(5) cognitive perspectives on learning” (Thoonen et al., 2012, p. 503), TPL is, therefore, conceptualized as a collection of ongoing and school-embedded practices such as action research groups, mentoring…”
The effects of distributed leadership on teacher professional learning: mediating roles of teacher trust in principal and teacher motivation (2020, background): “Past research provided solid evidence of the effects of leadership on teacher learning and practice in different contexts (Lijuan and Hallinger 2016; Hallinger, Piyaman, and Viseshsiri 2017; Thoonen et al. 2011, 2012).”
Principal leadership and teacher professional learning in Turkish schools: examining the mediating effects of collective teacher efficacy and teacher trust (2020, background): “The finding of significant indirect effects of principals’ leadership on teacher learning reinforces similar results reported by scholars on instructional leadership (Liu and Hallinger 2018; Fancera and Bliss 2011) and transformational leadership (Thoonen et al. 2012).”
Exploring the mediating effects of trust on principal leadership and teacher professional learning in Hong Kong primary schools (2016, background): “…that testing comprehensive multi-level models focused on student learning outcomes holds greater weight in policy-oriented leadership research (e.g. see Hallinger and Heck, 2011; Heck and Hallinger, 2009; Mulford and Silins, 2009; Robinson et al., 2008; Thoonen et al., 2012; Witziers et al., 2003).”
Transformational leadership, leader–member exchange and school learning climate: Impact on teachers’ innovative behaviour in the Netherlands (2020, methodology): “The third dimension, that of intellectual stimulation, refers to sufficient support for professional development and to stimulating employees to take on challenges, experimenting and readdressing existing knowledge and daily practice (Thoonen et al., 2012).”
Principal Instructional Leadership, Teacher Self-Efficacy, and Teacher Professional Learning in China: Testing a Mediated-Effects Model (2018, background): “As suggested above, this conceptual model draws direct support comes from empirical research conducted on leadership and teacher learning conducted in Western societies as well as mainland China.”