Leading teacher instructional practices in Turkiye: do inner school conditions matter?

Küçük Resim Yok

Tarih

2023

Dergi Başlığı

Dergi ISSN

Cilt Başlığı

Yayıncı

Emerald Group Publishing Ltd

Erişim Hakkı

info:eu-repo/semantics/closedAccess

Özet

PurposeThis study tested a moderated mediation model of school leadership effects on teacher instructional practices. Specifically, the authors focused on the mediating effect of teacher professional communities and the moderating effect of instructional climate on the relationship between school leadership and teacher instructional practices.Design/methodology/approachThe authors collected data from 958 teachers working in 72 middle and high schools in Turkiye and employed multilevel structural equation modelling (MSEM) with Bayesian estimation to predict structural links between the study variables.FindingsResults affirmed a full mediation model where school leadership practices exerted indirect effects on teacher instructional practices through promoting teacher professional communities. The authors also found significant moderating role of instructional climate in the effect of school leadership on teacher professional communities and instructional practices.Originality/valueThis study illuminates the contextualized nature of school leadership by concluding that the effect of school leadership on teacher professional communities and instructional practices is closely tied to the extent to which a high-quality instructional climate is established in schools.

Açıklama

Anahtar Kelimeler

Teacher instructional practices, Teacher professional communities, Instructional climate, School leadership

Kaynak

Journal of Educational Administration

WoS Q Değeri

Q1

Scopus Q Değeri

Q1

Cilt

61

Sayı

4

Künye