Exploring the association between distributed leadership and student achievement. The mediation role of teacher professional practices and teacher self-efficacy.

Autor/inn/en	Kilinç, Ali Çagatay; Polatcan, Mahmut; Çepni, Osman
Titel	Exploring the association between distributed leadership and student achievement. The mediation role of teacher professional practices and teacher self-efficacy.
Quelle	In: Journal of curriculum studies, 55 (2023) 3, S. 352-368Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0272; 1366-5839
DOI	10.1080/00220272.2023.2216770
Schlagwörter	Führungsstil; Selbstwirksamkeit; Lehrer; Schülerleistung; Professionalität
Abstract	This study explores how distributed leadership influences student reading achievement in Turkish high schools, with the mediating role of teacher professional practices and self-efficacy. After assembling school- and student-level data from the datasets of The Program for International Student Assessment (PISA) 2018 and The Teaching and Learning International Survey (TALIS) 2018, we conducted a multilevel structural equation model (MSEM) using the estimation method of Maximum Likelihood to analyse the structural links among our variables. The results revealed that distributed leadership had a significant indirect association with student reading achievement via teacher professional practices and teacher self-efficacy. This study adds nuance to the literature by indicating that distributed leadership can make a difference in student achievement by promoting teachers' engagement in professional practices and their self-efficacy.
Erfasst von	IPN - Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik an der Universität Kiel
Update	2024/1