The evolving dynamics between instructional leadership, collective teacher efficacy, and dimensions of teacher commitment: what can Chinese independent high schools tell us?

2021 ◽  
pp. 1-23
Author(s):  
Lei Mee Thien ◽  
Sin Yun Lim ◽  
Donnie Adams
Keyword(s):  
High Schools ◽  
Teacher Efficacy ◽  
Instructional Leadership ◽  
Teacher Commitment ◽  
Collective Teacher Efficacy

Instructional leadership and teachers' intent to leave: The mediating role of collective teacher efficacy and shared vision

2019 ◽  
Vol 48 (4) ◽  
pp. 617-634 ◽  
Author(s):  
Mowafaq Qadach ◽  
Chen Schechter ◽  
Rima’a Da’as
Keyword(s):  
Elementary Schools ◽  
Teacher Efficacy ◽  
Instructional Leadership ◽  
Education System ◽  
Intent To Leave ◽  
Shared Vision ◽  
Collective Teacher Efficacy ◽  
Equation Modeling ◽  
Mediating Role ◽  
Israeli Education

Keeping experienced and competent teachers in schools is becoming an important challenge for school leadership. Hence, this research tested an innovative model which explored the direct and indirect relationship between principals’ instructional leadership, collective teacher efficacy, a shared vision, and a teacher’s intent to leave their profession. Data were collected from a survey of 1700 teachers from 130 Jewish and Arab elementary schools randomly selected from the database of the Israeli education system. To test the proposed multilevel model, we conducted multilevel structural equation modeling. The analysis confirmed that collective teacher efficacy and shared vision emerge as prominent mediators between principals’ instructional leadership and a teacher’s intent to leave. Regarding the differences between the two sectors (Arab and Jewish) that exist in the Israeli education system, collective teacher efficacy, as well as shared vision, played a mediating role between instructional leadership and a teacher’s intent to leave in the Jewish elementary schools, while in the Arab elementary schools, only collective teacher efficacy played a mediating role between instructional leadership and a teacher’s intent to leave. This study adds to the body of research directed at identifying administrative support and work-related factors that may decrease a teacher’s intent to leave and are amenable to leadership intervention.

Collective Teacher Efficacy Scale

2000 ◽  
Author(s):  
Roger D. Goddard ◽  
Wayne K. Hoy ◽  
Anita Woolfolk Hoy
Keyword(s):  
Teacher Efficacy ◽  
Collective Teacher Efficacy
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