Learning-Centred Leadership and Student Achievement: Understanding the Mediating Effect of the Teacher Professional Community and Parental Involvement

Autor/inn/en	Özdemir, Nedim; Gün, Feyza; Yirmibes, Ahmet
Titel	Learning-Centred Leadership and Student Achievement: Understanding the Mediating Effect of the Teacher Professional Community and Parental Involvement
Quelle	In: Educational Management Administration & Leadership, 51 (2023) 6, S.1301-1321 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Özdemir, Nedim)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1741-1432
DOI	10.1177/17411432211034167
Schlagwörter	Student Centered Learning; Instructional Leadership; Academic Achievement; Secondary School Teachers; Communities of Practice; Parent Participation; Foreign Countries; Principals; Administrator Role; Turkey + Suchen Sie Ihr Suchwort? Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Instruction; Leadership; Bildung; Erziehung; Führung; Schulleistung; Community; Elternmitwirkung; Ausland; Principal; Schulleiter; Türkei
Abstract	This paper examines the links between learning-centred leadership and student achievement through the mediating effect of teacher professional community and parental involvement. Using teacher and student survey data collected from 79 lower secondary Turkish schools in 12 provinces across the country in 2019, this study employs multilevel structural equation modelling. The findings of the current study add to the growing knowledge base in the non-western societies, revealing the impact of principals' leadership on school processes and outcomes in Turkey. The study suggests that principals have a crucial role in improving student achievement by enhancing situations in which teachers work, namely, organisational and family paths. It suggests that principals' leadership practices still matter for teacher professional community and parental involvement in non-western countries. Implications for policy, practice and further research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01