Instructional Leadership, and Teacher's Collective Efficacy, Commitment, and Professional Learning in Primary Schools: A Mediation Model

Autor/inn/en	Hosseingholizadeh, Rezvan; Amrahi, Akbar; El-Farr, Hadi
Titel	Instructional Leadership, and Teacher's Collective Efficacy, Commitment, and Professional Learning in Primary Schools: A Mediation Model
Quelle	In: Professional Development in Education, 49 (2023) 3, S.518-535 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hosseingholizadeh, Rezvan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-5257
DOI	10.1080/19415257.2020.1850510
Schlagwörter	Principals; Instructional Leadership; Elementary School Teachers; Teacher Attitudes; Self Efficacy; Faculty Development; Teacher Administrator Relationship; Influences; Foreign Countries; Public Schools; Iran + Suchen Sie Ihr Suchwort? Principal; Schulleiter; Instruction; Leadership; Bildung; Erziehung; Führung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Self-efficacy; Selbstwirksamkeit; Influence; Einfluss; Einflussfaktor; Ausland; Public school; Öffentliche Schule
Abstract	This study tested the relationship between principals' instructional leadership, teacher collective efficacy, teacher commitment, and teacher professional learning in Iranian primary schools. Survey data collected from 121 principals and 886 teachers in primary schools in Mashhad city, Iran were analysed using confirmatory factor analysis, structural equation modelling, and bootstrapping. Findings confirmed a partial mediation model whereby principal instructional leadership has both direct and indirect effects on teacher professional learning. The research also revealed how instructional leaders influence the professional learning of teachers through teacher's collective efficacy, commitment. The present study contributes to the literature by investigating the key role of the principal's instructional leadership in supporting teacher professional learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01