Examining the mediating role of teacher professional learning between perceived instructional leadership and teacher instructional practices

IF 2.8 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

European Journal of Education Pub Date : 2024-04-28 DOI:10.1111/ejed.12672

Erdal Dorukbaşi, Ramazan Cansoy

{"title":"Examining the mediating role of teacher professional learning between perceived instructional leadership and teacher instructional practices","authors":"Erdal Dorukbaşi, Ramazan Cansoy","doi":"10.1111/ejed.12672","DOIUrl":null,"url":null,"abstract":"<p>Instructional leadership has begun to be examined as an essential factor in school development research. It has received considerable attention, especially in developing countries, in recent years. This study examined the relationship between school principals' instructional leadership and teacher instructional practices and the mediating role of teacher professional learning. A cross-sectional survey design was adopted in the study, and the participants were 385 elementary and middle school teachers working in a city in western Türkiye. The data were analysed through structural equation modelling. Findings demonstrated that instructional leadership significantly predicted teacher instructional practices and teacher professional learning. Findings also highlighted teacher professional learning as a significant mediator between instructional leadership and teacher instructional practices. This study confirmed that instructional leadership can strengthen teacher instructional practice and professional learning in a centralized education system.</p>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":null,"pages":null},"PeriodicalIF":2.8000,"publicationDate":"2024-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ejed.12672","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"European Journal of Education","FirstCategoryId":"95","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/ejed.12672","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 0

Abstract

Instructional leadership has begun to be examined as an essential factor in school development research. It has received considerable attention, especially in developing countries, in recent years. This study examined the relationship between school principals' instructional leadership and teacher instructional practices and the mediating role of teacher professional learning. A cross-sectional survey design was adopted in the study, and the participants were 385 elementary and middle school teachers working in a city in western Türkiye. The data were analysed through structural equation modelling. Findings demonstrated that instructional leadership significantly predicted teacher instructional practices and teacher professional learning. Findings also highlighted teacher professional learning as a significant mediator between instructional leadership and teacher instructional practices. This study confirmed that instructional leadership can strengthen teacher instructional practice and professional learning in a centralized education system.

Abstract Image

查看原文本刊更多论文

考察教师专业学习在感知的教学领导力和教师教学实践之间的中介作用

教学领导力已开始作为学校发展研究中的一个重要因素受到关注。近年来，教学领导力受到了广泛关注，尤其是在发展中国家。本研究探讨了校长的教学领导力与教师教学实践之间的关系，以及教师专业学习的中介作用。研究采用横断面调查设计，参与者为在土耳其西部某市工作的 385 名中小学教师。数据通过结构方程模型进行分析。研究结果表明，教学领导力对教师教学实践和教师专业学习有显著的预测作用。研究结果还强调，教师专业学习是教学领导力与教师教学实践之间的重要中介。这项研究证实，在中央集权的教育系统中，教学领导力可以加强教师的教学实践和专业学习。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

European Journal of Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.50

自引率

0.00%

发文量

期刊介绍： The prime aims of the European Journal of Education are: - To examine, compare and assess education policies, trends, reforms and programmes of European countries in an international perspective - To disseminate policy debates and research results to a wide audience of academics, researchers, practitioners and students of education sciences - To contribute to the policy debate at the national and European level by providing European administrators and policy-makers in international organisations, national and local governments with comparative and up-to-date material centred on specific themes of common interest.