Investigating a multiple mediated-effects model of instructional leadership and teacher professional learning in the Malaysian School Context: A partial least squares analysis

2021 ◽  
pp. 174114322110098
Author(s):  
Lei Mee Thien ◽  
Shengnan Liu ◽  
Liu Qing Yee ◽  
Donnie Adams
Keyword(s):  
Instructional Leadership ◽  
Least Squares ◽  
Partial Least Squares ◽  
Professional Learning ◽  
Self Efficacy ◽  
Teacher Professional Learning ◽  
International Student Assessment ◽  
Mediated Effects ◽  
Principal Instructional Leadership ◽  
Teacher Professional

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.

Principal Instructional Leadership, Teacher Self-Efficacy, and Teacher Professional Learning in China: Testing a Mediated-Effects Model

2018 ◽  
Vol 54 (4) ◽  
pp. 501-528 ◽  
Author(s):  
Shengnan Liu ◽  
Philip Hallinger
Keyword(s):  
Instructional Leadership ◽  
Teacher Learning ◽  
Professional Learning ◽  
Time Management ◽  
Self Efficacy ◽  
Teacher Professional Learning ◽  
Mediated Effects ◽  
Principal Instructional Leadership ◽  
Teacher Professional ◽  
Teacher Self Efficacy

Background: Empirical evidence increasingly suggests that leadership which motivates, supports, and sustains the professional learning of teachers has a knock-on effect for both student learning and school improvement. The current study was conducted in China, where the workplace learning of teachers is embedded in a strong tradition of school-based, teacher learning practices such as the Master Teacher–Apprentice Bond and Teacher Research Groups. Purpose: The study investigated a mediated-effects model of principal instructional leadership and teacher learning. The model proposed principal time management skills and self-efficacy as antecedents of instructional leadership and teacher self-efficacy as a mediator of principal instructional leadership effects on the professional learning of teachers. Method: Survey data were collected from 3,414 teachers and 186 principals in 186 middle schools in Qingdao, China. Confirmatory factor analysis, structural equation modeling, and bootstrapping were used to analyze the multisource data. Results: The research confirmed a partial mediation model whereby principal instructional leadership evidenced moderate direct and indirect effects on teacher professional learning. Principal time management and self-efficacy exercised small effects on principal instructional leadership. Implications: The research adds to a growing body of research that affirms a positive relationship between principal leadership and teacher professional learning and emphasizes the importance of self-efficacy in shaping educator practice. The authors suggest the timeliness for scholars to undertake systematic reviews of this literature on leadership and teacher professional learning, and offer recommendations for school leadership practice.

Unpacking the effects of culture on school leadership and teacher learning in China

2020 ◽  
pp. 174114321989604 ◽  
Author(s):  
Liu Shengnan ◽  
Philip Hallinger
Keyword(s):  
Instructional Leadership ◽  
School Leadership ◽  
Professional Learning ◽  
Power Distance ◽  
Mainland China ◽  
Teacher Professional Learning ◽  
Mediation Model ◽  
Power Distance Orientation ◽  
Principal Instructional Leadership ◽  
Teacher Professional

Teacher professional learning plays a critical role in education reform by enabling teachers to refine their professional skills and keep up with changing content knowledge, pedagogy, and trends in schooling. This study examines how and under what conditions principal instructional leadership contributes to teachers’ professional learning in mainland China. Data collected from 1194 teachers in 64 primary and middle schools in mainland China were analyzed using structural equation modeling and bootstrapping tests. The research tested a moderated mediation model of instructional leadership effects on teacher professional learning in which teacher self-efficacy was included as the mediator and power distance orientation of teachers as the moderator. The results reaffirmed the partial mediation model, finding significant direct and indirect effects of principal instructional leadership on teacher professional learning. Further model testing found that the individual power distance orientation of teachers acted as a significant moderator of principal instructional leadership effects on both teacher self-efficacy and professional learning. When teachers perceived lower power distance in relations with their principals, the effects of principal instructional leadership were stronger than for counterparts who perceived high power distance. Implications for understanding the contextualized nature of school leadership during an era of cultural change are discussed.

Examining principal leadership effects on teacher professional learning in China: A multilevel analysis

2021 ◽  
pp. 174114322110416
Author(s):  
Liang Huang ◽  
Yating Huang ◽  
Shike Zhou
Keyword(s):  
Collaborative Learning ◽  
Teacher Learning ◽  
Professional Learning ◽  
Principal Leadership ◽  
Hierarchical Linear Modeling ◽  
Student Assessment ◽  
Teacher Professional Learning ◽  
Positive Effects ◽  
International Student Assessment ◽  
Teacher Professional

While principal leadership has been exercised in day-to-day practices to address the needs of teachers as professional learners, empirical studies regarding its effects on teacher professional learning have not increased proportionally. Using a sample of 255 secondary school principals and 2756 teachers from four provinces of Beijing, Shanghai, Jiangsu, and Guangdong in China (B-S-J-G-China) who participated in the 2015 Program for International Student Assessment (PISA 2015), this study employed a two-level hierarchical linear modeling to examine principal leadership effects on teacher professional learning. Results showed that principal leadership practices explained a large proportion of between-school variance in teacher learning. Principals’ developing people had positive effects on both personal and collaborative learning. Principals’ instructional improvement had a positive effect on collaborative learning, while principals’ facilitating teacher participation had a negative effect on collaborative learning. The implications for improving principals’ role in promoting teacher learning are also discussed.

The Moderation Role of Transformational Leadership in the Effect of Instructional Leadership on Teacher Professional Learning and Instructional Practice: An Integrated Leadership Perspective

2021 ◽  
pp. 0013161X2110350
Author(s):  
Mehmet Şükrü Bellibaş ◽  
Ali Çağatay Kılınç ◽  
Mahmut Polatcan
Keyword(s):  
Transformational Leadership ◽  
Instructional Leadership ◽  
Teacher Learning ◽  
Professional Learning ◽  
Teacher Practices ◽  
Teacher Professional Learning ◽  
Teacher Professional ◽  
Integrated Leadership ◽  
The Relationship

Aim: While integrated leadership has received significant scholarly attention in the past decade, most existing research in this vein has focused on its impact on student achievement and often dismissed how it might be related to instructional practices, which are at the center of many school reforms. In this research, we examined the relationship between integrated leadership and teacher professional learning and teacher practices in Turkey, where educational policy makers have recently introduced several school reform initiatives. More specifically, we aimed to examine the moderating function of transformational leadership in the relationship between instructional leadership and teacher practices, with an emphasis on the mediating role of teacher professional learning. Research Design: We conducted this study with a cross-sectional design and moderated mediation model. Data collected from 616 teachers working in a mix of primary and secondary schools in Turkey were analyzed using structural equation modeling and bootstrapping tests. Findings: We found evidence that transformational leadership acted as a moderator of the indirect effect of principal instructional leadership on teachers' instructional practices through teacher professional learning. Implications: This study adds to the accumulated body of knowledge on the effects of school leadership by concluding that the effect of instructional leadership on teacher learning and practice is contingent upon the extent to which principals enact transformational leadership. School principals who adopt a more comprehensive leadership approach that combines instructional leadership and transformational leadership practices can maximize their effects on student achievement through teacher learning, and better address the ever-growing demands of educational reforms.

scholarly journals Integrated STEM for Teacher Professional Learning and Development: “I Need Time for Practice”

2021 ◽  
Vol 11 (1) ◽  
pp. 21
Author(s):  
Andrea C. Burrows ◽  
Mike Borowczak ◽  
Adam Myers ◽  
Andria C. Schwortz ◽  
Courtney McKim
Keyword(s):  
Professional Learning ◽  
Social Constructionism ◽  
Teacher Professional Learning ◽  
Authentic Science ◽  
Learning And Development ◽  
Integrated Stem ◽  
The Usa ◽  
Teacher Professional ◽  
And Mathematics ◽  
K 12

This study compares three pre-collegiate teacher professional learning and development (PLD) integrated science, technology, engineering, and mathematics (STEM) experiences framed in astronomy. The study is set in the western United States (USA) and involves 60 pre-collegiate teachers (in the USA these are K-12 teachers) over the course of three years (June 2014–May 2017). During the PLDs, astronomy acted as a vehicle for pre-collegiate STEM teachers to increase their STEM content knowledge as well as create and implement integrated STEM classroom lessons. The authors collected quantitative and qualitative data to address five research questions and embraced social constructionism as the theoretical framework. Findings show that STEM pre-collegiate teachers are largely engaged with integrated STEM PLD content and embrace astronomy content and authentic science. Importantly, they need time to practice, interpret, translate, and use the integrated STEM content in classroom lessons. Recommendations for PLD STEM teacher support are provided. Implications of this study are vast, as gaps in authentic science, utilizing astronomy, PLD structure, and STEM integration are ripe for exploration.

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