Investigating a Multiple Mediated-Effects Model of Instructional Leadership and Teacher Professional Learning in the Malaysian School Context: A Partial Least Squares Analysis

Autor/inn/en	Thien, Lei Mee; Liu, Shengnan; Yee, Liu Qing; Adams, Donnie
Titel	Investigating a Multiple Mediated-Effects Model of Instructional Leadership and Teacher Professional Learning in the Malaysian School Context: A Partial Least Squares Analysis
Quelle	In: Educational Management Administration & Leadership, 51 (2023) 4, S.809-830 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Thien, Lei Mee) ORCID (Adams, Donnie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1741-1432
DOI	10.1177/17411432211009892
Schlagwörter	Models; Instructional Leadership; Faculty Development; Foreign Countries; Achievement Tests; International Assessment; Secondary School Students; Elementary School Teachers; Secondary School Teachers; Teacher Attitudes; Trust (Psychology); Self Efficacy; Teacher Administrator Relationship; Malaysia; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Analogiemodell; Instruction; Leadership; Bildung; Erziehung; Führung; Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Self-efficacy; Selbstwirksamkeit
Abstract	The poor student performance in the Programme for International Student Assessment has urged the Malaysian authorities to upskill teachers' professional learning. However, little is known about how instructional leadership contributes to teacher professional learning, especially in the Malaysian context. This study seeks to investigate the direct relationship between principal instructional leadership and teacher professional learning through the mediating effects of teachers' trust in the principal and self-efficacy in a multiple mediated-effects model. Data were collected from 335 primary and secondary school teachers in Penang, Malaysia. A partial least squares structural equation modelling approach was used for data analysis. The results found that the relationship between principal instructional leadership and teacher professional learning is mediated by teachers' trust in the principal and self-efficacy. Implications for theory and knowledge are presented. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01