One-Size-Fits-All? A Cross-Validation Study of Distributed Leadership and Teacher Academic Optimism

Autor/inn/en	Thien, Lei Mee; Chan, Sui Yin
Titel	One-Size-Fits-All? A Cross-Validation Study of Distributed Leadership and Teacher Academic Optimism
Quelle	In: Educational Management Administration & Leadership, 50 (2022) 1, S.43-63 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Thien, Lei Mee)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1741-1432
DOI	10.1177/1741143220926506
Schlagwörter	Foreign Countries; Participative Decision Making; Power Structure; Elementary School Teachers; Teacher Attitudes; Positive Attitudes; Teaching Experience; Leadership Styles; Trust (Psychology); Teacher Student Relationship; Parent Teacher Cooperation; Self Efficacy; Instructional Leadership; Academic Achievement; Malaysia + Suchen Sie Ihr Suchwort? Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Führungsstil; Teacher student relationships; Lehrer-Schüler-Beziehung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Self-efficacy; Selbstwirksamkeit; Instruction; Leadership; Bildung; Erziehung; Führung; Schulleistung
Abstract	This study aims to validate Western-based distributed leadership and teacher academic optimism scales in the Malaysian primary school context. This study further examined the relationships between distributed leadership and teacher academic optimism as well as each dimension of teacher academic optimism. Data were collected from 442 primary school teachers in Penang, Malaysia. This study used exploratory factor analysis and partial least squares structural equation modeling for data analyses. Findings revealed that both distributed leadership and teacher academic optimism scales were applicable in the Malaysian primary school context. Distributed leadership has a significant positive relationship with teacher academic optimism by controlling teacher gender and teaching experience. Likewise, distributed leadership has a significant positive relationship with academic emphasis, teachers' trust in students and parents, and teacher sense of efficacy. Implications and future studies are presented. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01