Exploring the association between distributed leadership and student achievement: the mediation role of teacher professional practices and teacher self-efficacy

IF 2.3 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Curriculum Studies Pub Date : 2023-05-04 DOI:10.1080/00220272.2023.2216770

A. Kılınç, Mahmut Polatcan, O. Çepni

引用次数: 2

Abstract

ABSTRACT This study explores how distributed leadership influences student reading achievement in Turkish high schools, with the mediating role of teacher professional practices and self-efficacy. After assembling school- and student-level data from the datasets of The Program for International Student Assessment (PISA) 2018 and The Teaching and Learning International Survey (TALIS) 2018, we conducted a multilevel structural equation model (MSEM) using the estimation method of Maximum Likelihood to analyse the structural links among our variables. The results revealed that distributed leadership had a significant indirect association with student reading achievement via teacher professional practices and teacher self-efficacy. This study adds nuance to the literature by indicating that distributed leadership can make a difference in student achievement by promoting teachers’ engagement in professional practices and their self-efficacy.

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探讨分布式领导与学生成绩的关系:教师专业实践与教师自我效能感的中介作用

摘要本研究探讨分布式领导如何影响土耳其高中学生的阅读成绩，教师专业实践和自我效能感在其中起中介作用。在从2018年国际学生评估项目(PISA)和2018年教学与学习国际调查(TALIS)的数据集中收集学校和学生层面的数据后，我们使用最大似然估计方法进行了多层次结构方程模型(MSEM)来分析变量之间的结构联系。结果表明，分布式领导通过教师专业实践和教师自我效能感与学生阅读成绩存在显著的间接关联。本研究增加了文献的细微差别，表明分布式领导可以通过促进教师对专业实践的参与和自我效能感来影响学生的成绩。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Curriculum Studies EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.70

自引率

4.80%

发文量

审稿时长

24 weeks

期刊介绍： Journal of Curriculum Studies publishes conceptually rich contributions to all areas of curriculum studies, including those derived from empirical, philosophical, sociological, or policy-related investigations. The journal welcomes innovative papers that analyse the ways in which the social and institutional conditions of education and schooling contribute to shaping curriculum, including political, social and cultural studies; education policy; school reform and leadership; teaching; teacher education; curriculum development; and assessment and accountability. Journal of Curriculum Studies does not subscribe to any particular methodology or theory. As the prime international source for curriculum research, the journal publishes papers accessible to all the national, cultural, and discipline-defined communities that form the readership.