Empowering principals to conduct classroom observations in a centralized education system
Does it make a difference for teacher self-efficacy and instructional practices
Dados Bibliográficos
| ID | 21591237 |
|---|---|
| Autores | Mehmet Şükrü Bellibaş (0000-0003-1281-4493, Adıyaman University, autor correspondente) |
| Ano | 2023 |
| Volume | 37 |
| Fascículo | 1 |
| Páginas | 85-102 |
| Data de publicação | 2023-01-24 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | International Journal of Educational Management (JOURNAL) |
| Identificadores do periódico | ISSN: 0951-354X • E-ISSN: 1758-6518 |
| Editora | Emerald (PUBLISHER) |
| DOI | 10.1108/ijem-02-2022-0086 |
| OpenAlex | W4311723522 |
| Idioma | EN |
| Citações recebidas | 12 |
| Referências citadas | 37 |
Purpose In 2014, Turkish policymakers implemented a policy change in the school inspection system that encouraged school principals to conduct classroom observations and provide feedback to teachers as a means to improve teaching. However, the question of whether or to what extent such feedback has an impact on teaching has not previously been researched. The study presented in this article scrutinizes the relationship between classroom observation feedback from principals and teachers’ classroom practices, as well as the mediating role of teachers’ self-efficacy in terms of instructional practices, student engagement and classroom management. Design/methodology/approach Confirmatory factor analysis and structural equation modeling are employed to examine the relationship among principals’ feedback, teacher self-efficacy and teachers’ instructional practices using data from the Teaching and Learning International Survey (TALIS), compiled by the OECD in 2018. Findings These analyses indicate a small but significant direct correlation between principals’ feedback and teachers’ instructional practices, as well as an indirect relationship mediated by teacher self-efficacy in instructional practices. Research limitations/implications The findings support the policy shift in Turkey by concluding that classroom observation feedback from principals makes contributions to the improvement of instructional practices. Originality/value This study establishes a connection between teachers’ classroom practices and leadership behaviors, which has not been extensively researched in developing nations
Classroom management · Confirmatory factor analysis · Creativity · Educational leadership · Instructional leadership · Mathematics education · Originality · Pedagogy · Self-efficacy · Structural equation modeling · Turkish · Computer Science · Educational Assessment and Improvement · Parental Involvement in Education · Psychology · Social Psychology · Teacher Education and Leadership Studies
Examining the mediating role of teacher professional learning between perceived instructional leadership and teacher instructional practices
Navigating Classroom Observation Tensions
Boosting Classroom Practices Through Principal Feedback
Does the sharing of leadership increase the coherence of a school's instructional framework
Cultural context, principal instructional leadership, and teacher efficacy
Profiles of instructional practices and associations with teachers’ self-efficacy, classroom autonomy, teacher collaboration, and school climate in Korea
A measure of pedagogical self-efficacy that predicts course evaluations for an international sample of management education faculty
Trust, Professionalism and Empowerment
Functions of Teacher-Based Factors on Principals’ Professional Networks
Divergent Principal-Teacher Perceptions of How Innovativeness and School Challenges Relate to Student Achievement Under Distributed Leadership
Principal's post-observation conversations in China
Fostering school and classroom discipline in Türkiye
Teacher Learning and Instructional Change
Does school leadership matter for teachers’ classroom practice? The influence of instructional leadership and distributed leadership on instructional quality
School Climate
Dimensions of teacher self-efficacy and relations with strain factors, perceived collective teacher efficacy, and teacher burnout.
Principal Instructional Leadership, Teacher Self-Efficacy, and Teacher Professional Learning in China
Effects of sample size, estimation methods, and model specification on structural equation modeling fit indexes
How teachers’ self-efficacy is related to instructional quality
How Teachers Experience Principal Leadership
Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models
Classroom observation for evaluating and improving teaching
Self-efficacy
Relationships between student engagement and academic achievement
General pedagogical knowledge, self-efficacy and instructional practice
Teacher efficacy in student engagement, instructional management, student stressors, and burnout
Teacher efficacy in Teaching and Teacher Education
Regulation of cognitive processes through perceived self-efficacy
Building a More Complete Understanding of Teacher Evaluation Using Classroom Observations
Self-efficacy mechanism in human agency
Teacher efficacy
| Obras citantes distintas | 12 |
|---|---|
| Citações por ano | 6 |
| Intervalo de citações | 2024 - 2026 (3) |
| Velocidade de citação | current |
| Altamente citado | Não |
| Tipos de citação | Neutras: 9 |