Exploring the Effects of Principals' Distributed Leadership Practices on Learners' Learning Achievement as Mediated by Teachers' Commitment

Autor/inn/en	Ghirmai, Daniel Jambo; Hongde, Lei
Titel	Exploring the Effects of Principals' Distributed Leadership Practices on Learners' Learning Achievement as Mediated by Teachers' Commitment
Quelle	In: South African Journal of Education, 43 (2023) 1, Artikel 2112 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Ghirmai, Daniel Jambo) ORCID (Hongde, Lei)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Principals; Leadership Styles; Participative Decision Making; Teacher Motivation; Vocational Education Teachers; Foreign Countries; Academic Achievement; Power Structure; Institutional Characteristics; School Location; School Size; Ownership; Eritrea + Suchen Sie Ihr Suchwort? Principal; Schulleiter; Führungsstil; Ausbilder; Ausland; Schulleistung; Schulgelände; Eigentum
Abstract	The aim of the study reported on here was to explore the effects of principals' distributed leadership (DL) practices on learners' learning achievement as mediated by teachers' commitment. In the study we employed survey data with a sample size of 603 learners from 8 technical and vocational education training schools in Eritrea. The proposed model of this study was tested through multiple regression analyses and structural equation modelling using teachers' commitment as a mediator. The findings of this study show that distributed leadership practices have a positive and significant effect on teachers' commitment and an indirect effect on learners' learning achievement. The results also show that teachers' commitment has a partial mediation effect. Moreover, the variance test analysis reveals the effect of distributed type of leadership practices by school principal determined by school type, size, location, and ownership. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01