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School Autonomy Distributed Leadership and Teachers’ Use of Innovative Teaching Practices
Abstract
The primary aim of this research is to understand how school autonomy and distributed leadership supports teachers’ use of innovative teaching practices. Innovative practices such as increasing cognitive activation and enhanced curricular activities have shown to have significant positive effects on student outcomes (Le Donné, Fraser, & Bousquet, 2016). Based on internationally representative samples including 7,436 lower secondary school principals and 117,876 teachers from 34 countries surveyed in the Teaching and Learning International Survey (TALIS) 2013 data, this study analyzed the effect of school autonomy and distributed leadership on teachers’ use of these innovative teaching practices. The findings demonstrate that distributed leadership has a significant and positive impact on teachers’ use of innovative teaching practices. School autonomy for budgeting and staffing were significant and positive predictors of cognitive activation while school autonomy for instructional policies was a significant and negative predictor of teachers’ use of innovative teaching practices. Conclusions, limitations, and recommendations for further research are discussed.
Subject Area
Educational leadership|Education philosophy
Recommended Citation
O'Shea, Cailen, "School Autonomy Distributed Leadership and Teachers’ Use of Innovative Teaching Practices" (2020). ETD collection for University of Nebraska-Lincoln. AAI27956266.
https://digitalcommons.unl.edu/dissertations/AAI27956266