ERIC Number: EJ1405633
Record Type: Journal
Publication Date: 2024
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2056-9548
EISSN: EISSN-2056-9556
Impact of School Leadership on Teacher Professional Collaboration: Evidence from Multilevel Analysis of Taiwan TALIS 2018
Chuan-Chung Hsieh; Yu-Ran Chen; Hui-Chieh Li
Journal of Professional Capital and Community, v9 n1 p1-18 2024
Purpose: This study examined the impact of school leadership on teacher professional collaboration, with collective teacher innovativeness and teacher self-efficacy (TSE) playing the mediating role. Two most commonly used leadership styles, instructional leadership (IL) and distributed leadership (DL), were analyzed using a multilevel design, i.e. teachers are nested within schools. Design/methodology/approach: The proposed model was validated using data of Taiwan TALIS 2018 collected from both teachers and principals and analyzed using hierarchical linear modeling. Findings: Results showed that IL and DL influence teacher professional collaboration through different paths. IL had a significant direct impact on teacher professional collaboration alone, while DL had a significant direct impact on both teachers' collective innovativeness and their professional collaboration. While TSE had a direct effect on collective teacher innovativeness, TSE and collective teacher innovativeness had a direct effect on teacher professional collaboration. Originality/value: This study highlights the significant impact of principal leadership as both principals and teachers work in the same environment and culture co-shaped through the interaction and collaboration. Research evidence regarding the effects of IL and DL on teacher professional collaboration is limited; this is even less evidential when the indirect effects of variables mediating between school leadership and teacher outcomes, including teacher collective innovativeness and TSE, are added to the total effects. The present findings provide useful references for principals and teachers when promoting professional collaboration to achieve desired outcomes in school and student improvement.
Descriptors: Foreign Countries, Administrator Surveys, Teacher Surveys, Teacher Collaboration, Self Efficacy, Principals, Instructional Leadership, Instructional Innovation, Teacher Administrator Relationship, Elementary School Teachers, Participative Decision Making, Administrator Attitudes, Teacher Attitudes
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Taiwan
Identifiers - Assessments and Surveys: Teaching and Learning International Survey
Grant or Contract Numbers: N/A