Disentangling School Leadership and Its Ties to Instructional Practices--An Empirical Comparison of Various Leadership Styles

Autor/inn/en	Pietsch, Marcus; Tulowitzki, Pierre
Titel	Disentangling School Leadership and Its Ties to Instructional Practices--An Empirical Comparison of Various Leadership Styles
Quelle	In: School Effectiveness and School Improvement, 28 (2017) 4, S.629-649 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pietsch, Marcus) ORCID (Tulowitzki, Pierre)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0924-3453
DOI	10.1080/09243453.2017.1363787
Schlagwörter	Leadership Styles; Structural Equation Models; Instructional Leadership; Transformational Leadership; Educational Practices; Teacher Surveys; Questionnaires; Work Environment; Performance Factors; Likert Scales; Beliefs; Correlation; Causal Models; Elementary School Teachers; Foreign Countries; Maximum Likelihood Statistics; Statistical Analysis; Germany + Suchen Sie Ihr Suchwort? Führungsstil; Instruction; Leadership; Bildung; Erziehung; Führung; Bildungspraxis; Fragebogen; Arbeitsmilieu; Leistungsindikator; Likert-Skala; Belief; Glaube; Korrelation; Kausalanalyse; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Statistische Analyse; Deutschland
Abstract	This paper investigates the direct and indirect ties between various leadership styles, namely, instructional, transformational, transactional, and laissez-faire leadership, and the instructional practices of teachers by applying a structural equation model. For this purpose, we analyzed survey data of n = 3,746 teachers from 126 schools collected by the Hamburg school inspection in Germany between 2012 and 2015. The underlying model is based on Leithwood's framework for guiding research on leader effects on learning and instruction. First, the results show that a bi-factor model seems to be the best measurement model. Next, it is shown that mediating variables are influenced by a leadership core as well as by different leadership facets. Third, we found that for influencing complex instructional practices like cognitive activation with challenging content, a combination of leadership styles is most promising, while for classroom management instructional leadership is the only and, thus, the primary determinant. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01