Does distributed leadership matter for student achievement? Evidence from a centralised education system
Küçük Resim Yok
Tarih
2022
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Routledge Journals, Taylor & Francis Ltd
Erişim Hakkı
info:eu-repo/semantics/closedAccess
Özet
This study investigated the mediated distributed leadership effects on student achievement through teacher job satisfaction and disciplinary climate in Turkish high schools. We employed school-, teacher-, and student-level datasets drawn from the 2018 PISA and TALIS datasets and performed a multilevel structural equation model (MSEM). The results confirmed the role of teacher job satisfaction and disciplinary climate in mediating the effects of distributed leadership on student achievement. We concluded that building a school environment that fosters a disciplinary climate conducive to learning and encourages teachers to adopt positive affective and cognitive demeanors is a core condition for leveraging student achievement.
Açıklama
Anahtar Kelimeler
distributed leadership, teacher job satisfaction, disciplinary climate in the classroom, student reading achievement
Kaynak
Educational Studies
WoS Q Değeri
Q3
Scopus Q Değeri
Q2
