Investigating a multiple mediated-effects model of instructional leadership and teacher professional learning in the Malaysian School Context
A partial least squares analysis
Bibliographic Data
| ID | 21784450 |
|---|---|
| Authors | Lei Mee Thien (0000-0001-8626-9825, corresponding author), Shengnan Liu (0000-0002-3519-6985), Liu Qing Yee, Donnie Adams (0000-0001-7777-5187) |
| Year | 2023 |
| Volume | 51 |
| Issue | 4 |
| Pages | 809-830 |
| Publication date | 2023-07-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educational Management Administration & Leadership (JOURNAL) |
| Journal identifiers | ISSN: 1741-1432 • E-ISSN: 1741-1440 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/17411432211009892 |
| OpenAlex | W3156751462 |
| Language | EN |
| Citations received | 13 |
| References cited | 64 |
The poor student performance in the Programme for International Student Assessment has urged the Malaysian authorities to upskill teachers’ professional learning. However, little is known about how instructional leadership contributes to teacher professional learning, especially in the Malaysian context. This study seeks to investigate the direct relationship between principal instructional leadership and teacher professional learning through the mediating effects of teachers’ trust in the principal and self-efficacy in a multiple mediated-effects model. Data were collected from 335 primary and secondary school teachers in Penang, Malaysia. A partial least squares structural equation modelling approach was used for data analysis. The results found that the relationship between principal instructional leadership and teacher professional learning is mediated by teachers’ trust in the principal and self-efficacy. Implications for theory and knowledge are presented
Context effect · Educational leadership · Faculty Development · Instructional leadership · Mathematics education · Pedagogy · Professional development · Professional learning community · Self-efficacy · Structural equation modeling · Teacher Leadership · Computer Science · Education and Islamic Studies · Mathematics · Psychology · Social Psychology · Teacher Education and Leadership Studies · Teacher Professional Development and Motivation
Instructional Leadership, Distributed Leadership, and Teachers’ Professional Development in Malaysian Secondary Schools
Linear and nonlinear relationships between instructional leadership and teacher professional learning through teacher self-efficacy as a mediator
Examining principal leadership effects on teacher professional learning in China
Does middle leaders’ learning-centred leadership matter in promoting teacher professional learning? A partial least squares analysis
Supporting teacher professional learning in Oman
(Re)Investigating the pathways between instructional leadership, collective teacher efficacy, and teacher commitment
Beyond experience
The relationship between principal support, teacher professional identity, and teacher professional learning in China
Investigating the Mechanisms of Instructional Leadership on Student Academic Performance
Instructional leadership and teacher professional learning
Exploring Positive School Attributes
Impact of School Leadership on Teacher Autonomy
Configuring effects of learning-centred leadership in promoting teacher professional learning and teacher self-efficacy
Assessing Instructional Leadership with the Principal Instructional Management Rating Scale
Research Methods in Education
Collaborative and Iterative Translation
The Impact of Leadership on Student Outcomes
Teacher efficacy
Managers as Initiators of Trust
How to Specify, Estimate, and Validate Higher-Order Constructs in PLS-SEM
Assessing the Instructional Management Behavior of Principals
Teachers' Sense of Efficacy and the Organizational Health of Schools
Effective instructional leadership
Dimensions of teacher self-efficacy and relations with strain factors, perceived collective teacher efficacy, and teacher burnout.
Minimum sample size estimation in PLS‐SEM
Principal leadership and teacher professional learning in Turkish schools
Principal Instructional Leadership, Teacher Self-Efficacy, and Teacher Professional Learning in China
Mediation analysis in partial least squares path modeling
Do beliefs make a difference? Exploring how principal self-efficacy and instructional leadership impact teacher efficacy and commitment in Iran
Research design
A new criterion for assessing discriminant validity in variance-based structural equation modeling
When to use and how to report the results of PLS-SEM
Unpacking the effects of culture on school leadership and teacher learning in China
Psychometric analysis of a Malay language version of the Principal Instructional Management Rating Scale
Exploring the relationship between school leadership and teacher professional learning through structural equation modeling
Self-efficacy
Distributive Leadership Functions, Readiness for Change, and Teachers’ Affective Commitment to Change
Structural equation modeling in practice
Heuristics versus statistics in discriminant validity testing
Supporting the professional learning of teachers in China
Assessing the effects of Learning-Centered Leadership on Teacher Professional Learning in Thailand
Leadership and teacher learning in urban and rural schools in China
Professional learning communities in Singapore and Shanghai
Does principal leadership make a difference in teacher professional learning? A comparative study China and Thailand
Exchange and power in social life
Teacher efficacy
Principal Leadership and School Performance
A power primer
Unveiling the Practices and Challenges of Professional Learning Community in a Malaysian Chinese Secondary School
| Unique citing works | 13 |
|---|---|
| Citations per year | 2,6 |
| Citation span | 2021 - 2026 (6) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 13 |