{"title":"教学领导与教师教学实践：教师自主与教师集体创新的一系列中介作用","authors":"Kamuran Demir, Mahmut Kalman","doi":"10.1111/ejed.70155","DOIUrl":null,"url":null,"abstract":"<div>\n \n <p>Instructional leadership is one of the most studied school leadership models in educational leadership and management (EDLM) because of its potential to influence the fulfilment of the core mission of schooling, that is, student learning. This study investigated the serial mediating effect of teacher autonomy and collective teacher innovativeness in the relationship between instructional leadership and teachers' instructional practices. The study was conducted using a cross-sectional correlational research design, with 554 teachers working in public middle schools, high schools, and art and science centres in a large province in southeastern Türkiye. Results indicated moderate positive relationships between principal instructional leadership, teacher autonomy, teacher collective innovativeness, and teacher instructional practices. Teacher autonomy and collective teacher innovativeness had serial mediating effects in the relationship between instructional leadership and teachers' instructional practices. The study showed that principals' instructional leadership can contribute more to teachers' instructional practices by supporting teacher autonomy and teachers' collective innovativeness in the Turkish educational context.</p>\n </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 3","pages":""},"PeriodicalIF":3.6000,"publicationDate":"2025-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Instructional Leadership and Teachers' Instructional Practices: A Serial Mediation by Teacher Autonomy and Collective Teacher Innovativeness\",\"authors\":\"Kamuran Demir, Mahmut Kalman\",\"doi\":\"10.1111/ejed.70155\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div>\\n \\n <p>Instructional leadership is one of the most studied school leadership models in educational leadership and management (EDLM) because of its potential to influence the fulfilment of the core mission of schooling, that is, student learning. This study investigated the serial mediating effect of teacher autonomy and collective teacher innovativeness in the relationship between instructional leadership and teachers' instructional practices. The study was conducted using a cross-sectional correlational research design, with 554 teachers working in public middle schools, high schools, and art and science centres in a large province in southeastern Türkiye. Results indicated moderate positive relationships between principal instructional leadership, teacher autonomy, teacher collective innovativeness, and teacher instructional practices. Teacher autonomy and collective teacher innovativeness had serial mediating effects in the relationship between instructional leadership and teachers' instructional practices. The study showed that principals' instructional leadership can contribute more to teachers' instructional practices by supporting teacher autonomy and teachers' collective innovativeness in the Turkish educational context.</p>\\n </div>\",\"PeriodicalId\":47585,\"journal\":{\"name\":\"European Journal of Education\",\"volume\":\"60 3\",\"pages\":\"\"},\"PeriodicalIF\":3.6000,\"publicationDate\":\"2025-06-22\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"European Journal of Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1111/ejed.70155\",\"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}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"European Journal of Education","FirstCategoryId":"95","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/ejed.70155","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}
Instructional Leadership and Teachers' Instructional Practices: A Serial Mediation by Teacher Autonomy and Collective Teacher Innovativeness
Instructional leadership is one of the most studied school leadership models in educational leadership and management (EDLM) because of its potential to influence the fulfilment of the core mission of schooling, that is, student learning. This study investigated the serial mediating effect of teacher autonomy and collective teacher innovativeness in the relationship between instructional leadership and teachers' instructional practices. The study was conducted using a cross-sectional correlational research design, with 554 teachers working in public middle schools, high schools, and art and science centres in a large province in southeastern Türkiye. Results indicated moderate positive relationships between principal instructional leadership, teacher autonomy, teacher collective innovativeness, and teacher instructional practices. Teacher autonomy and collective teacher innovativeness had serial mediating effects in the relationship between instructional leadership and teachers' instructional practices. The study showed that principals' instructional leadership can contribute more to teachers' instructional practices by supporting teacher autonomy and teachers' collective innovativeness in the Turkish educational context.
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.
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