Distributed Leadership Promotes Teacher Self-Efficacy in Multicultural Classrooms through School Capacity Building: A Multilevel SEM Approach Using U.S. Teaching and Learning International Survey

Autor/in	Choi, Soobin
Titel	Distributed Leadership Promotes Teacher Self-Efficacy in Multicultural Classrooms through School Capacity Building: A Multilevel SEM Approach Using U.S. Teaching and Learning International Survey
Quelle	In: Educational Administration Quarterly, 59 (2023) 4, S.811-844 (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Choi, Soobin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-161X
DOI	10.1177/0013161X231189196
Schlagwörter	Leadership; Participative Decision Making; Self Efficacy; Multicultural Education; Capacity Building; Structural Equation Models; Educational Innovation; Feedback (Response); Administrator Surveys; Teacher Surveys; Context Effect; Teaching and Learning International Survey + Suchen Sie Ihr Suchwort? Führung; Führungsposition; Self-efficacy; Selbstwirksamkeit; Multikulturelle Erziehung; Instructional innovation; Bildungsinnovation
Abstract	Purpose: This study examines the direct and indirect effects of distributed leadership on teacher self-efficacy in multicultural classrooms (TSMC) through school capacity building, specifically teacher team innovativeness and a feedback network. Research Design: Using data from the Teaching and Learning International Survey 2018, this study employs a 2-2-1 multilevel structural equation modeling to account for the nested data structure (teachers nested within schools). Latent variables are constructed, and their validity is tested, followed by an analysis of the relationships among distributed leadership, teacher team innovativeness, a feedback network, and TSMC. Findings: This study finds that distributed leadership has an indirect-only mediation effect on TSMC via a feedback network but not via teacher team innovativeness. The effect of distributed leadership on TSMC is fully mediated by a feedback network. In addition, the study shows that distributed leadership is positively associated with a feedback network and teacher team innovativeness. Conclusions: This study contributes to our understanding of the role of distributed leadership in fostering school capacity building and promoting TSMC. Given the increasing diversity in schools, it is crucial for school leaders to prepare teachers to teach students in multicultural classrooms. The findings suggest that school leaders can enhance teachers' efficacy in teaching students from diverse backgrounds by facilitating their participation in school improvement processes and establishing a collective feedback network where teachers receive feedback from various sources. These results emphasize the importance of distributed leadership in equipping teachers for culturally responsive teaching in multicultural classrooms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01