Antecedents and outcomes of teacher leadership
The role of teacher trust, teacher self-efficacy and instructional practice
Bibliographic Data
| ID | 21591209 |
|---|---|
| Authors | Ali Çağatay Kılınç (0000-0001-9472-578X, Karabük University), Mehmet Şükrü Bellibaş (0000-0003-1281-4493, Adıyaman University), Fatih Bektas (0000-0003-3684-6801, Kilis 7 Aralık University) |
| Year | 2021 |
| Volume | 35 |
| Issue | 7 |
| Pages | 1556-1571 |
| Publication date | 2021-11-04 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | International Journal of Educational Management (JOURNAL) |
| Journal identifiers | ISSN: 0951-354X • E-ISSN: 1758-6518 |
| Publisher | Emerald (PUBLISHER) |
| DOI | 10.1108/ijem-04-2021-0148 |
| OpenAlex | W3210464338 |
| Language | EN |
| Citations received | 13 |
| References cited | 47 |
Purpose 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. Design/methodology/approach 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. Findings 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. Research limitations/implications 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. Originality/value 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
Creativity · Educational leadership · Instructional leadership · Mathematics education · Originality · Pedagogy · Self-efficacy · Structural equation modeling · Teacher Leadership · Collaborative Teaching and Inclusion · Psychology · Social Psychology · Teacher Education and Leadership Studies
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When teacher leadership backfires
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A Theoretical and Empirical Investigation of Teacher Collaboration for School Improvement and Student Achievement in Public Elementary Schools
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A review of the empirical research on teacher leadership (2003–2017)
The Influence of Principal Leadership on Classroom Instruction and Student Learning
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How teacher leaders influence others and understand their leadership
Dimensions of teacher self-efficacy and relations with strain factors, perceived collective teacher efficacy, and teacher burnout.
The Effect of Teacher Psychological and School Organizational and Leadership Factors on Teachers' Professional Learning in Dutch Schools
A Multilevel Examination of the Distribution and Effects of Teacher Trust in Students and Parents in Urban Elementary Schools
Principal leadership and teacher professional learning in Turkish schools
A review of research on the impact of professional learning communities on teaching practice and student learning
Not So Different After All
Linking instructional leadership to teacher practices
The Moderation Role of Transformational Leadership in the Effect of Instructional Leadership on Teacher Professional Learning and Instructional Practice
Self-efficacy
Supporting the professional learning of teachers in China
The Role of Teacher Leadership in How Principals Influence Classroom Instruction and Student Learning
Teacher efficacy
How to Improve Teaching Practices
| Citations per year | 3.25 |
|---|---|
| Citation span | 2022 - 2026 (5) |
| Highly cited | No |