Search results

Given the importance of teacher leadership in influencing, motivating and inspiring student learning engagement and associated learning outcomes, a robust instrument to assess this construct is critical. Although there are some teacher leadership instruments available in existing literature, efforts to adapt robust psychometric instruments to measure teachers' leadership practices in Ethiopian higher education institutions have been limited. Therefore, this study attempted to address this gap by adapting the Teacher Leadership Scale (TLS) based on the Multifactor Leadership Questionnaire (MLQ-5X) and validating its psychometric properties for use in higher education settings.

Using a cross-sectional design, the study involved 409 undergraduate university students who were randomly selected from public universities. Factor analytic methodologies, including exploratory factor analysis (EFA) and confirmatory factor analysis (CFA), were used to analyze the data collected.

The result confirmed a set of 36 items arranged in nine factors, which have a theoretically supported factor structure, excellent model fit and robust evidence for validity, and reliability and measurement invariance. These results demonstrate that the scale is a strong psychometric tool for measuring the leadership profile and practice of higher education teachers.

It can be concluded that the TLS can assist stakeholders in several ways. Researchers can benefit from the scale to measure teachers' leadership practices and predict their influence on student learning outcomes. In addition, the scale can help practitioners and policymakers collect relevant data to rethink teacher professional development initiatives, leadership training programs and other practices aimed at improving teacher leadership effectiveness.

The purpose of this study is to construct a scale that is contextually suitable for measuring early childhood leadership in China.

Following a standard scale development procedure, both qualitative and quantitative research approaches were addressed. Qualitative data was collected from 21 semistructured interviews with formal and informal teacher leaders in Xiamen City, China. Using survey data of 120 respondents and 305 respondents, an exploratory factor analysis was conducted twice to determine the underlying factorial structure of the scale. A further sample of 317 respondents were used to test the latent structure and validity of the scale using confirmatory factor analysis.

Based on the results from reliability and validity tests, this study indicates that the scale demonstrates sound psychometric properties. A three-factor model was determined, including staff management and development, peer learning and support and communication with parents.

The scale is the first of its kind for measuring early childhood leadership in China.

The purpose of this paper is to examine the relationship between school principals’ instructional leadership behaviors, teacher self-efficacy, and collective teacher efficacy.

The participants were a total of 427 teachers working in elementary, middle, and high schools located in the Cekmekoy district of Istanbul. The data were gathered through the “Effective School Leadership Scale,” the “Teacher Self-Efficacy Scale,” and the “Collective Efficacy Scale.” Arithmetic mean, Pearson product-moment correlation coefficient, and multiple linear regression analysis were used in the data analysis.

The results revealed positive and significant relationships between school leadership, teacher self-efficacy, and collective teacher efficacy. In addition, effective school leadership behaviors and teacher self-efficacy perceptions were found to be positive and significant predictors of collective teacher efficacy perceptions.

School principals can implement practices to enhance teachers’ competence, to make them feel more effective and competent as a group. In this sense, teachers who do not feel competent can be guided by those who have more experience in the profession. Additionally, opportunities through which they can experience success can be created for these teachers.

The aim of this research is to examine the public leadership (PL) behaviors of principals working in public schools and its effect on teacher motivation (M) and job satisfaction (JS). Moreover, the mediating role of JS in the relationship between PL and M is also explored.

This research is quantitative and designed in relational survey model conducted with 327 teachers working in Siirt/Turkey in 2020. In the research, Public Leadership Scale, Teacher Motivation Scale and Minnesota Satisfaction Questionnaire were used. Descriptive analyses were used in data analysis. Moreover, mediating role of job satisfaction between public leadership and teacher motivation was tested.

According to the results, the public leadership behaviors of school principals, motivation and job satisfaction of teachers are high according to teacher opinions. Additionally, public leadership behaviors of school principals have an effect on teacher motivation and job satisfaction. On the other hand, this study found a negative effect between public leadership and motivation when the effect of job satisfaction is controlled. The possible reasons for this situation were discussed in term of cultural differences.

The results of this study imply that the leadership behaviors of school principals have cultural elements. Future research should be careful in measuring the political loyalty dimension of the public leadership and should take cultural element into consideration.

Although there are many types of leadership, the type of leadership differs depending on the purpose of the organization, environmental conditions and culture. The lifestyle of the society, current developments and the structure of the organization are effective in interpreting the leadership needed in the organization. When looking at the models created about leadership in organizations, the effect of this type of leadership on organizational behavior is generally tried to be explained. This is also the case for motivation or job satisfaction. Therefore, this study also focuses on the effect of public leadership in explaining the job satisfaction and motivation of employees in educational organizations. However, another distinctive aspect of this research is that the cultural structure of the society is emphasized in the model to be created.

Understanding the relationship between distributed leadership and teachers commitment to change in the Chinese urban primary school context was the purpose of this study.

Quantitative research method is used in this study. For ensuring comprehensiveness, this research employed a random sampling method. This study took place in Chinese urban primary schools. A total of 350 questionnaires were circulated, 318 questionnaires were returned, and 291 questionnaires were valid, with a response rate of 90.9 per cent and a validity rate of 91.5 per cent.

The results of path analysis indicated that various dimensions of distributed leadership, including collaboration and cooperation, responsibility and accountability, and values and beliefs, had significant effects on group competence. Collaboration and cooperation and decision making had significant relationships with task analysis. Collaboration and cooperation, responsibility and accountability, and values and beliefs had significant effects on collective teacher efficacy as a single variable.

These findings contribute to the understanding of educational management in the Chinese context and advance knowledge about distributed leadership theories in an East Asian context.

Much of the literature on school leadership has concerned itself with the leadership practices of school principals, largely ignoring the leadership capacity of teachers. Much remains unexplored regarding the factors influencing teacher leadership, as well as the impact it has on teaching and learning. Addressing this gap in the literature, this study sought to investigate (1) whether teacher trust influences teacher leadership and (2) whether teacher leadership influences instructional practices directly or indirectly through teacher self-efficacy.

The study employed a cross-sectional survey design using quantitative methods. A total of 618 teachers participated in the study. By performing structural equation modeling (SEM), we examined the direct and indirect effect of teacher leadership on instructional practice, with self-efficacy as the mediating variable while teacher trust was treated as the antecedent of teacher leadership.

The results indicated that teacher trust had a direct effect on teacher leadership, and while teacher leadership had no direct effect on instructional practices, an indirect effect was evident through the mediating effect of teacher self-efficacy.

Our findings suggested that teacher leadership is a salient factor that influences teacher instructional practice by enhancing teachers' belief in their capability to cope with problems and improve student learning. Moreover, teacher trust provides intangible support for teachers to engage in leadership work. Since the current study employed a cross-sectional survey rather than a longitudinal one, we cannot accurately establish causal relationships among the study variables.

This study adds nuance to the literature on teacher leadership, where there is still limited international evidence regarding the factors that influence the enactment of teacher leadership, as well as those that mediate its effects on teaching and learning.

Whilst professional learning communities (PLCs) have been widely explored at the school level, they have received less attention at the departmental level. The study takes the variance between departments and the role of departmental teacher leaders into consideration, and the relationships amongst departmental-level PLC dimensions, two types of teacher leadership (TL) and individual teacher self-efficacy are investigated.

The sample consisted of 907 teachers from 81 departments in Chinese schools. The associations between the studied variables were explored through a multi-level analysis approach.

The results show that two specific characteristics of departmental PLCs, namely reflective dialogue (RD) and collective responsibility (CR), exhibit a positive correlation with individual teacher self-efficacy. Additionally, the findings indicate that teacher transformational leadership significantly predicts teacher self-efficacy, whereas teacher instructional leadership (IL) does not emerge as a significant predictor. These findings may be attributed to the contextual factors of Chinese teachers' collective work and the practice of teacher leaders.

This research contributes to the existing literature by addressing the variance between departments and uncovering the impacts of departmental PLC dimensions on individual teachers. Furthermore, two TL styles at the departmental level are differentiated, and their distinct influences on teacher self-efficacy are further analysed.

The purpose of this paper is to present a solid basis for evaluating and enhancing university classroom leadership.

The paper is based on an empirical study conducted in a Hong Kong university setting indicating the value of the full range (transformational‐transactional) leadership framework for assessing and developing the transformational leadership qualities of university teachers.

The study indicates the educational value of the transformational classroom leadership style and suggests approaches to developing transformational leadership qualities in university teachers.

Although the study was confined to the one Hong Kong university, it has significant implications for the development of university teachers.

The study presents an approach to assessing the classroom leadership styles of university teachers and proposes staff development initiatives aimed at producing effective classroom teacher‐leaders.

The paper is one of the few attempting to assess the effects of transformational leadership qualities in a university classroom setting and to propose a staff development program for university teachers based on the transformational leadership construct.

The purpose of this paper is to examine the effectiveness of a teacher leadership academy (TLA) organized through a school district/university partnership in a small, US Suburban School District in increasing teachers’ participation in leadership activities.

TLA participants (n=11) were surveyed using the Teacher Leadership Activities Scale, and their results were compared to a control group of teachers in the district who were not participating in the TLA (n=12). Interviews and open-ended response items provided qualitative data to examine how the TLA contributed to teachers’ growth as leaders.

Results indicated that teachers in the TLA did increase participation in teacher leadership activities. Qualitative data revealed themes of many espoused benefits from TLA participation, including increased interactions with administrators, improved understanding of the obstacles associated with implementing changes, and expanded leadership capacity.

Conditions that both enhanced and detracted from teacher leaders’ growth were identified and outlined, including formal leaders’ participation in TLA activities, material support for projects, and a supportive atmosphere (enhancers) and administrative roadblocks and the inability to remediate capacity issues for teacher leaders (detractors).

The conditions outlined above will assist those interested in creating TLAs in doing so with purpose and increased chance for buy in and success.

The aim of this study is to investigate the impact of the structural characteristics of the school and teacher leadership culture on teacher leadership.

The correlational research model used the research. The predictors of teacher leadership were identified using hierarchical regression analysis provided by 447 K-12 teachers.

The findings revealed that teacher leadership was found to be influenced by school structural factors and teacher leadership culture. While the complexity and formalization sub-dimensions of the structural characteristics are variables that explain teacher leadership, the centralization sub-dimension did not play a significant role. Professional cooperation and administrator support, both sub-dimensions of teacher leadership culture, were found to explain teacher leadership.

In the literature, teacher leadership have been studied enormously from past to present. It is seen that teacher leadership is affected by school culture and structure. From this point of view, this study focused on the context in which teacher leadership behaviors emerged.