scholarly journals Instructional Leadership as a Vehicle for Teacher Collaboration and Student Achievement. What the German PISA 2015 Sample Tells Us

2021 ◽  
Vol 6 ◽  
Author(s):  
Julio Gregorio Mora-Ruano ◽  
Michael Schurig ◽  
Eveline Wittmann
Keyword(s):  
Student Achievement ◽  
Instructional Leadership ◽  
Teacher Collaboration ◽  
Structural Equation ◽  
School Level ◽  
Equation Modeling ◽  
Modeling Analysis ◽  
Principal Instructional Leadership ◽  
Science Group ◽  
Using Data

We investigated the effects of principal instructional leadership (IL) on the frequency of two forms of teacher collaboration (TC) namely exchange and coordination of teaching (EXCHT) and professional collaboration (PROFCOLT) and their influence on student achievement (SA). Using data from the representative German PISA 2015 sample, we carry out structural equation modeling analysis to estimate the direct effects of IL on TC and of TC on SA, as well as the indirect effects of IL on SA. The analyses were conducted at the school level and only teachers belonging to the non-science group in PISA 2015 were included. After testing for the factorial validity of the instrument, only the collaboration form (EXCHT) could be retained. Our analysis suggests that principal instructional leadership can positively influence teachers’ collaboration frequency and that the remaining form of teacher collaboration is not positively related to student achievement. Our study builds on and extends research on student achievement by adding evidence about the relations between principal leadership and teacher collaboration in Germany.

The relationship between principal leadership and teacher collaboration: Investigating the mediating effect of teachers’ collective efficacy

2020 ◽  
pp. 174114322094569
Author(s):  
André Meyer ◽  
Dirk Richter ◽  
Viola Hartung-Beck
Keyword(s):  
School Improvement ◽  
Collective Efficacy ◽  
Principal Leadership ◽  
Teacher Collaboration ◽  
Structural Equation ◽  
Mediating Effect ◽  
School Level ◽  
Equation Modeling ◽  
Support Teacher ◽  
The Relationship

Empirical research considers teacher collaboration to be an important predictor of outcome variables at the student, teacher, and school level. Principals are responsible for shaping teachers’ work environments, and in doing so, they can strengthen and support teacher collaboration. Drawing on social interdependence theory, we hypothesized that teachers’ collective efficacy has a mediating effect on the relationship between principal leadership and teacher collaboration. We collected data from 630 teachers in 29 primary and secondary schools in Germany and found, based on structural equation modeling, that principal leadership had a significant indirect effect on teacher collaboration, mediated by teachers’ collective efficacy. We discuss the implications of these results for supporting school improvement.

scholarly journals More Isn’t Always Better: The Curvilinear Relationship between Inquiry-Based Teaching and Student Achievement in Science

2021 ◽  
Author(s):  
Nani Teig ◽  
Ronny Scherer ◽  
Trude Nilsen
Keyword(s):  
Student Achievement ◽  
High Frequency ◽  
Structural Equation ◽  
Multilevel Structural Equation Modeling ◽  
Equation Modeling ◽  
Curvilinear Relationship ◽  
Modeling Analysis ◽  
Conflicting Evidence ◽  
Multilevel Structural Equation ◽  
The Relationship

Previous studies have assumed a linear relationship between inquiry-based teaching and student achievement in science. However this assumption may be questionable. Recent evidence on the effectiveness of inquiry-based teaching has yielded conflicting findings. To test the linearity assumption, the present study investigated the relation between inquiry-based teaching and achievement by taking into account the possible existence of nonlinear relations using Norwegian TIMSS 2015 data. A multilevel structural equation modeling analysis showed that the relationship was curvilinear. Inquiry-based teaching was positively correlated with achievement, but high frequency of inquiry activities was negatively related to achievement. Furthermore, we found that classroom SES did not affect the strength of the relationship between inquiry and achievement. These findings challenge the linearity assumption and contribute to explaining the conflicting evidence in earlier research as well as promote the effectiveness of inquiry-based teaching regardless of students’ socioeconomic backgrounds.

Relation of principal instructional leadership, school climate, teacher job performance and student achievement

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Vartika Dutta ◽  
Sangeeta Sahney
Keyword(s):  
Student Achievement ◽  
School Climate ◽  
Instructional Leadership ◽  
Job Performance ◽  
Indirect Effect ◽  
Physical Environment ◽  
Equation Modeling ◽  
Content Type ◽  
The Social ◽  
Principal Instructional Leadership

PurposeWe study the role of school climate, and teacher task, and citizenship performance in mediating the effects of principal instructional leadership behavior on student achievement.Design/methodology/approachStructural equation modeling was applied to data obtained from 302 Indian secondary schools to test a mediated-effects model.FindingsSchool climate was examined under two broad dimensions, the social and affective and the physical environment. Results of mediation analysis showed that the benefits of principal instructional leadership for student achievement are operationalized as an indirect effect. This indirect effect is realized primarily through the physical environment, and the in-role task performance of teachers. No significant contribution to the indirect effect through the social and affective environment was found. The latter, nonetheless, fully mediated the relationship between the instructional leadership and extra-role or citizenship behavior of teachers. These findings underscore the different and distinct mediating roles played by the social and affective, and physical dimensions of the school climate in our model.Originality/valueTo the best of our knowledge, the reported associations between principal instructional leadership, school climate and student achievement that take into account both the in-role and extra-role job performance of teachers within the purview of a single framework are new. Also, this is the first study exploring these relations in an Indian context.

What makes a brand citizen in the restaurant industry?

2019 ◽  
Vol 47 (10) ◽  
pp. 1-11
Author(s):  
Ling Xiang ◽  
Yi-Chun Yang
Keyword(s):  
Structural Equation ◽  
Profit Sharing ◽  
Restaurant Industry ◽  
Psychological Ownership ◽  
Citizenship Behavior ◽  
Equation Modeling ◽  
Corporate Management ◽  
Frontline Employees ◽  
Modeling Analysis ◽  
Brand Citizenship Behavior

We proposed a framework comprising the 3 dimensions of formal ownership practices (profit sharing, participation in decision making, and access to business information) that influence brand psychological ownership, thereby facilitating brand citizenship behavior. Data were collected from 342 frontline employees in restaurants in Taiwan. The results of structural equation modeling analysis showed that the 3 dimensions of formal ownership practices were all strong predictors of brand psychological ownership, which enhanced brand citizenship behavior. Also, brand psychological ownership was an effective mediator in the relationship between formal ownership practices and brand citizenship behavior. If employees are to demonstrate positive brand behavior, that is, brand citizenship behavior, it is necessary for organizations to generate employees’ positive brand awareness, that is, brand psychological ownership, which plays a cross-level intermediary role between corporate management and brand citizenship behavior.

Comparing respondents who passed versus failed an Instructional Manipulation Check: A case study about support for climate change policies

2021 ◽  
Vol 63 (4) ◽  
pp. 408-415
Author(s):  
Maria Rubio Juan ◽  
Melanie Revilla
Keyword(s):  
Climate Change ◽  
External Validity ◽  
Structural Equation ◽  
Online Survey ◽  
Equation Modeling ◽  
Manipulation Check ◽  
Climate Change Policies ◽  
Instructional Manipulation ◽  
Using Data

The presence of satisficers among survey respondents threatens survey data quality. To identify such respondents, Oppenheimer et al. developed the Instructional Manipulation Check (IMC), which has been used as a tool to exclude observations from the analyses. However, this practice has raised concerns regarding its effects on the external validity and the substantive conclusions of studies excluding respondents who fail an IMC. Thus, more research on the differences between respondents who pass versus fail an IMC regarding sociodemographic and attitudinal variables is needed. This study compares respondents who passed versus failed an IMC both for descriptive and causal analyses based on structural equation modeling (SEM) using data from an online survey implemented in Spain in 2019. These data were analyzed by Rubio Juan and Revilla without taking into account the results of the IMC. We find that those who passed the IMC do differ significantly from those who failed for two sociodemographic and five attitudinal variables, out of 18 variables compared. Moreover, in terms of substantive conclusions, differences between those who passed and failed the IMC vary depending on the specific variables under study.

Exploring Tourist Behavior in a Reused Heritage Site

2021 ◽  
pp. 109634802110200
Author(s):  
Yi-Ju Lee ◽  
I-Ying Tsai ◽  
Te-Yi Chang
Keyword(s):  
Behavioral Intention ◽  
Structural Equation ◽  
Aesthetic Experience ◽  
Equation Modeling ◽  
Tourist Behavior ◽  
Heritage Site ◽  
Modeling Analysis ◽  
Heritage Buildings ◽  
The Aesthetic ◽  
The Relationship

This study investigated the relationship among tourists’ perceived sustainability, aesthetic experience, and behavioral intention toward reused heritage buildings by employing stimulus–organism–response theory. There were 354 valid questionnaires collected from the Sputnik Lab in Tainan, Taiwan. A positive correlation was found between tourists’ perception of sustainability and aesthetic experience. When tourists perceived higher aesthetic experience, they also had stronger behavioral intention. Structural equation modeling analysis verified that the aesthetic experience of tourists had mediating effects between perceived sustainability and behavioral intention in the reused heritage space. The reuse of space should be attached significantly to the aesthetic display of space and service so as to promote such scenic spots and increase tourists’ intention to revisit through word of mouth.

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