Instructional leadership, power distance, teacher enthusiasm, and differentiated instruction in Turkey: testing a multilevel moderated mediation model
Küçük Resim Yok
Tarih
2023
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Routledge Journals, Taylor & Francis Ltd
Erişim Hakkı
info:eu-repo/semantics/closedAccess
Özet
This study tested a moderated mediation model of instructional leadership's effects on differentiated instruction, with teacher enthusiasm as the mediator and power distance perceptions of teachers as the moderator. Using survey data from a sample of 772 teachers working at 55 secondary schools, the study performed multilevel structural equation modelling (MSEM) with Bayesian estimation to examine the structural relationships between principal instructional leadership, power distance, teacher enthusiasm, and differentiated instruction. Results replicated the previously established evidence that principal instructional leadership has indirect effects on differentiated instruction through promoting teacher enthusiasm. This study also extends the literature by bringing evidence that the effect of instructional leadership on teacher enthusiasm and differentiated practice is contingent upon the level of power distance in the relationships between teachers and principals. Key implications for policy and practice are discussed.
Açıklama
Anahtar Kelimeler
Instructional leadership, power distance, teacher enthusiasm, differentiated instruction, secondary schools
Kaynak
Asia Pacific Journal of Education
WoS Q Değeri
Q3
Scopus Q Değeri
Q2
Cilt
43
Sayı
3
