A Theoretical and Empirical Analysis of the Roles of Instructional Leadership, Teacher Collaboration, and Collective Efficacy Beliefs in Support of Student Learning

By R. Goddard, Y. Goddard, Eun Sook Kim, Robert J. Miller. American Journal of Education, 2015

407 citations recorded by the source corpus.

Subfields: Education, Information Systems and Management

View Paper: https://www.semanticscholar.org/paper/e614251de31bbe356434d0d05dee4aecce34ade2

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Citations in the corpus

Trust in principals, leaders’ focus on instruction, teacher collaboration, and teacher self-efficacy: testing a multilevel mediation model (2020, background): “This emphasis on improving teaching and learning also generates substantial potential to create a school environment in which teachers engage in collaborative work (Blase and Blase, 1999; Goddard et al., 2015), as well as experiencing more job satisfaction and feeling greater efficacy (Goddard et al”
The Effect of Instructional Leadership and Distributed Leadership on Teacher Self-efficacy and Job Satisfaction: Mediating Roles of Supportive School Culture and Teacher Collaboration (2020, background): “Another line of research inquired into the possible associations between principal leadership, schools’ supportive organizational environment, conditions, and culture (Duyar et al., 2013; Goddard et al., 2015; Harris and Jones, 2010).”
Principal leadership and teacher professional learning in Turkish schools: examining the mediating effects of collective teacher efficacy and teacher trust (2020, background): “…and empirical discussion reached the conclusion that their impact on student learning is indirect through their effect on school organisational factors, teachers' cognitive and emotional states as well as their learning and instructional practices (Calik et al. 2012; Goddard et al. 2015).”
Unpacking the effects of culture on school leadership and teacher learning in China (2020, background): “Teacher beliefs about their ability to have a positive impact on students, as well as their own capacity and opportunities to develop and grow in the job, are influenced by school norms and practices of their leaders (Goddard et al., 2015; Ross and Gray, 2006; Wahlstrom and Louis, 2008).”
Linking instructional leadership to teacher practices: The mediating effect of shared practice and agency in learning effectiveness (2020, background): “In fact, the positive influence of PIL and teacher collaboration has been well established in the research over the past two decades (Gumus et al., 2013; Blase and Blase, 2000; Goddard et al., 2015).”
Collective teacher efficacy as a mediator in the relationship between instructional leadership and teacher commitment (2020, background): “…to the effective instruction and continuous development of teachers working at schools with clearly defined goals and missions (Brandon, Hollweck, Donlevy, &Whalen, 2018; Goddard et al., 2015; Hallinger & Heck, 1996; Hallinger & Heck, 1998; Harris, Jones, Cheah, Devadason, & Adams, 2017).”
The relationship between principal leadership and teacher collaboration: Investigating the mediating effect of teachers’ collective efficacy (2020, background): “Goddard et al. (2015) found that experiences of joint successes reinforce the perception of collective efficacy, whereas failures weaken it.”
Understanding the link between professional learning communities and teacher collective efficacy (2017, background): “Goddard et al. (2015) investigated the more general construct of teacher collaboration and collective efficacy in support of student learning.”
Exploring the relationships among instructional leadership, professional learning communities and teacher self-efficacy in China (2019, background): “Goddard et al. (2015) argued that principals’ IL was a significant predictor of collective efficacy through its influence on teachers’ collaborative work.”