Instructional Leadership, Power Distance, Teacher Enthusiasm, and Differentiated Instruction in Turkey: Testing a Multilevel Moderated Mediation Model

Autor/inn/en	Özdemir, Nedim; Kilinç, Ali Çagatay; Turan, Selçuk
Titel	Instructional Leadership, Power Distance, Teacher Enthusiasm, and Differentiated Instruction in Turkey: Testing a Multilevel Moderated Mediation Model
Quelle	In: Asia Pacific Journal of Education, 43 (2023) 3, S.912-928 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Özdemir, Nedim) ORCID (Kilinç, Ali Çagatay) ORCID (Turan, Selçuk)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0218-8791
DOI	10.1080/02188791.2022.2084361
Schlagwörter	Foreign Countries; Instructional Leadership; Individualized Instruction; Secondary School Teachers; Teacher Attitudes; Power Structure; Teacher Administrator Relationship; Turkey + Suchen Sie Ihr Suchwort? Ausland; Instruction; Leadership; Bildung; Erziehung; Führung; Individualisierender Unterricht; Lehrerverhalten; Türkei
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01