Exploring Teachers’ Instructional Practice Profiles
Do Distributed Leadership and Teacher Collaboration Make a Difference
Bibliographic Data
| ID | 21313601 |
|---|---|
| Authors | Nedim Özdemir (0000-0002-3054-926X, Ege University, corresponding author), Ali Çağatay Kılınç (0000-0001-9472-578X, Karabük University), Mahmut Polatcan (0000-0002-5181-0316, Karabük University), Selçuk Turan (0000-0003-2234-6494, Zonguldak Bülent Ecevit University), Mehmet Şükrü Bellibaş (0000-0003-1281-4493, Adıyaman University) |
| Year | 2023 |
| Volume | 59 |
| Issue | 2 |
| Pages | 255-305 |
| Publication date | 2023-04-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educational Administration Quarterly (JOURNAL) |
| Journal identifiers | ISSN: 0013-161X • E-ISSN: 1552-3519 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/0013161x231159092 |
| OpenAlex | W4323267232 |
| Language | EN |
| Citations received | 24 |
| References cited | 109 |
Purpose: While the literature includes multiple studies on the relationship between school leadership and instructional quality, they often use instructional practice as a continuous variable, assuming that a teacher would perform all sub-dimensions of instructional practice at a similar rate and failing to link distributed leadership to classroom teaching. Addressing these gaps in the literature, this study aims to identify teacher- and school-level latent profiles of teachers’ instructional practices and to investigate how distributed leadership predicts teachers’ membership in different instructional practice profiles, with the mediating role of teacher collaboration. Research Methods/Approach: The study employed a cross-sectional survey design using Türkiye's TALIS data for lower secondary education. Multilevel latent profile analysis with mediation modeling was conducted on data from 3,223 teachers in 192 schools. Findings: This analysis yielded four teacher profiles: laissez-faire, typical, controlling, and versatile; and two school profiles, high controlling and high laissez-faire. Findings indicate that distributed leadership promotes professional collaboration in lessons among teachers, which could, in turn, play a critical role in determining both individual teacher- and school-level profiles. Implications: This study provides practical contributions to understanding the nature of classroom teaching, suggesting that future studies should use instructional practice profiles instead of a single construct of teaching
Construct (python library) · Distributed leadership · Educational leadership · Instructional leadership · Leadership style · Mathematics education · Mediation · Multilevel model · Pedagogy · Quality (philosophy) · Shared leadership · Sociology · Structural equation modeling · Teacher Leadership · Collaborative Teaching and Inclusion · Computer Science · Education Practices and Challenges · Psychology · Social Psychology · Teacher Education and Leadership Studies
Differential Effects of Leadership Support and Teacher Collaboration on Teacher Innovation
Reconceptualizing Quality Teaching
Towards Blended Learning in Primary STEM in Latvia
Does relational context matter? Trust in principal as a moderator between distributed leadership and organisational citizenship behaviours in Turkish schools
How does leadership team coherence affect collaborative learning and academic optimism in a centralized education system
Distributed leadership and its covariation with teacher academic optimism dimensions
Is instructional leadership a retention factor? Cross-cultural examination of teacher turnover intentions in four selected Latin American countries
Profiles of instructional practices and associations with teachers’ self-efficacy, classroom autonomy, teacher collaboration, and school climate in Korea
Teacher leadership profiles among Nevada elementary teachers
The impact of school- and teacher-related factors on teachers’ professional learning
What Drives Metacognitive‐Identity Profiles for Primary School Teachers? A Latent Profile Analysis and Predictor Roles of Growth Mindset and Demographics
Instructional Leadership and Teachers' Instructional Practices
Trust, Professionalism and Empowerment
Latent Profile Patterns of Teachers' Organisational Identity Perception in Educational Settings
Understanding Early Career Teacher Instructional Quality
Divergent Principal-Teacher Perceptions of How Innovativeness and School Challenges Relate to Student Achievement Under Distributed Leadership
Principal–Teacher Relationship Profiles Moderating the Effects of Transformational Leadership on Teacher Innovation and Resistance to Change
Distributed leadership and teacher job satisfaction over time
Distributed leadership, teacher autonomy, and well-being
Integrated leadership and teacher satisfaction
Relational dynamics in schools
The effect of distributed leadership on teacher collaboration in Chinese special school
Pre-service teachers in Türkiye in the framework of attitude towards the teaching profession, school belonging, and motivation
Distributed Leaders’ Well-Being in Türkiye
Reframing Organizations
The Effect of School Resources on Student Achievement
How Principals and Peers Influence Teaching and Learning
Leadership for learning
Classroom Climate and Contextual Effects
Teacher collaboration
A Theoretical and Empirical Investigation of Teacher Collaboration for School Improvement and Student Achievement in Public Elementary Schools
The Impact of Leadership on Student Outcomes
Professional Community in Chicago Elementary Schools
Towards a theory of leadership practice
Teacher Learning and Instructional Change
The Influence of Principal Leadership on Classroom Instruction and Student Learning
How Leadership Influences Student Learning
The Impact of Leadership on Student Outcomes
Are both classroom autonomy support and structure equally important for students' engagement? A multilevel analysis
Teachers' occupational well-being and quality of instruction
A Latent Transition Mixture Model Using the Three-Step Specification
Does school leadership matter for teachers’ classroom practice? The influence of instructional leadership and distributed leadership on instructional quality
Distributed leadership in practice
Teacher Quality and Student Achievement
Testing a Conception of How School Leadership Influences Student Learning
Distributed leadership
Is Transformational Leadership Theory Passé? Revisiting the Integrative Effect of Instructional Leadership and Transformational Leadership on Student Outcomes
Multilevel Latent Profile Analysis With Covariates
Distributed leadership through the looking glass
The Effect of Teacher Psychological and School Organizational and Leadership Factors on Teachers' Professional Learning in Dutch Schools
Quality of geometry instruction and its short-term impact on students' understanding of the Pythagorean Theorem
Modeling the longitudinal effects of school leadership on teaching and learning
Seven strong claims about successful school leadership revisited
A systematic review of studies on leadership models in educational research from 1980 to 2014
Multilevel Latent Class Analysis
The operation of distributed leadership and the relationship with organizational commitment and job satisfaction of principals and teachers
The Market for Teacher Quality
Regression-based statistical mediation and moderation analysis in clinical research
Distributed Leadership and School Improvement
Deciding on the Number of Classes in Latent Class Analysis and Growth Mixture Modeling
Statistical mediation analysis with a multicategorical independent variable
Integrating Person‐Centered and Variable‐Centered Analyses
SPSS and SAS procedures for estimating indirect effects in simple mediation models
Ten frequently asked questions about latent class analysis.
A comparison of methods to test mediation and other intervening variable effects.
Mediation Analysis
Organizing Schools for Improvement
Linking instructional leadership to teacher practices
Distributed Leadership Globally
The Moderation Role of Transformational Leadership in the Effect of Instructional Leadership on Teacher Professional Learning and Instructional Practice
Teacher Gender, Student Gender, and Primary School Achievement
The effects of teacher competence on student outcomes in elementary science education
Professional learning communities among vocational school teachers
Beyond Baron and Kenny
Comparing the effects of teacher collaboration on student performance in Taiwan, Hong Kong and Singapore
Student‐centred pedagogy in Turkey
A Theoretical and Empirical Analysis of the Roles of Instructional Leadership, Teacher Collaboration, and Collective Efficacy Beliefs in Support of Student Learning
Current patterns of parental authority
Investigating School Leadership Practice
Assessing the Contribution of Distributed Leadership to School Improvement and Growth in Math Achievement
Embedded Formative Assessment and Classroom Process Quality
The moderator–mediator variable distinction in social psychological research
Principal Leadership and School Performance
Collaboration and the need fortrust
How to Improve Teaching Practices
Teachers' Mathematical Knowledge, Cognitive Activation in the Classroom, and Student Progress
| Unique citing works | 24 |
|---|---|
| Citations per year | 12 |
| Citation span | 2024 - 2026 (3) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 24 |