The Influence of Principals' Instructional Leadership on Teachers' Use of Autonomy-Supportive Instruction: An Analysis of Three Asia-Pacific Countries

Autor/inn/en	Ham, Seung-Hwan; Kim, Rae Young
Titel	The Influence of Principals' Instructional Leadership on Teachers' Use of Autonomy-Supportive Instruction: An Analysis of Three Asia-Pacific Countries
Quelle	In: Asia-Pacific Education Researcher, 24 (2015) 1, S.57-65 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0119-5646
DOI	10.1007/s40299-013-0158-x
Schlagwörter	Principals; Instructional Leadership; Personal Autonomy; Teaching Methods; Correlation; Teacher Administrator Relationship; Middle School Teachers; Middle School Students; Cross Cultural Studies; Leadership Styles; Foreign Countries; Malaysia; Australia; South Korea + Suchen Sie Ihr Suchwort? Principal; Schulleiter; Instruction; Leadership; Bildung; Erziehung; Führung; Individuelle Autonomie; Teaching method; Lehrmethode; Unterrichtsmethode; Korrelation; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Student; Students; Schüler; Schülerin; Cultural comparison; Kulturvergleich; Führungsstil; Ausland; Australien; Korea; Republik
Abstract	This study investigates the influence of principal instructional leadership on teachers' effort to employ instructional strategies for nurturing student autonomy in learning. Nationally representative multi-level data for 7,879 teachers in 479 middle schools in Australia, Malaysia, and South Korea were analyzed in this study. In all three countries analyzed, principal instructional leadership was significantly positively associated with teachers' use of autonomy-supportive instruction. This significant association persisted even when a range of other variables was simultaneously taken into account. This result gives credence to the hypothesis that teachers, who work in a school where the principal effectively demonstrates greater instructional leadership, tend more likely to actively integrate elements of teaching for learner autonomy into their instructional practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01