To what extent is shared instructional leadership related to teacher self-efficacy and student academic performance in China?

IF 2.8 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

School Effectiveness and School Improvement Pub Date : 2022-02-07 DOI:10.1080/09243453.2022.2029746

Yan Liu, Ling-Di Li, Chen-Chung Huang

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引用次数: 8

Abstract

ABSTRACT Even though the concept has been introduced more than 2 decades ago, available evidence conventionally operationalises shared instructional leadership as a composite, which has missed the opportunity to reveal to what extent principal and teacher instructional leadership helps improve instructional outcomes. Using the complex survey data collected in China, this research employed a three-level structural equation model to investigate the multidimensional relationships among principal and teacher instructional leadership, teacher self-efficacy, and student learning outcomes. The results suggest principal instructional leadership is significantly related to teacher instructional leadership. Both are positively related to teacher self-efficacy and student performance, though the effect sizes vary noticeably. Using a survey design, this study has added international and nuanced evidence to the shared instructional leadership research, through an integrated model emphasising both principals’ and teachers’ leading roles.

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共享教学领导在多大程度上与中国教师自我效能感和学生学习成绩相关?

摘要尽管这一概念早在20多年前就被引入，但现有证据通常将共享教学领导力作为一种组合来操作，这错过了揭示校长和教师教学领导力在多大程度上有助于改善教学成果的机会。本研究利用中国收集的复杂调查数据，采用三层次结构方程模型，研究了校长和教师教学领导、教师自我效能感和学生学习成果之间的多维关系。研究结果表明，校长教学领导与教师教学领导显著相关。两者均与教师自我效能感和学生表现呈正相关，但影响大小差异显著。本研究采用调查设计，通过一个强调校长和教师领导作用的综合模型，为共享教学领导力研究添加了国际性和细致入微的证据。

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来源期刊

School Effectiveness and School Improvement EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.60

自引率

0.00%

发文量

期刊介绍： School Effectiveness and School Improvement presents information on educational effectiveness, practice and policy-making across primary, secondary and higher education. The Editors believe that the educational progress of all students, regardless of family background and economic status, is the key indicator of effectiveness and improvement in schools. The journal strives to explore this idea with manuscripts that cover a range of subjects within the area of educational effectiveness at the classroom, school or system level, including, but not limited to: •Effective pedagogy •Classroom climate •School ethos and leadership •School improvement and reform programmes •Systemwide policy and reform