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The Effects of School Leadership on Teachers’ Professional Practices on Teacher’s Classroom Practice: Evidence from TALIS 2013 US Data
Abstract
This dissertation grew from a practical problem that school administrators encounter as leaders within schools daily. I argue that the overarching problem is the unknown relationship between school leadership and teachers’ classroom practice. This relationship has grown more ambiguous as federal, state, and local educational and political activists have tried to influence educational outcomes. By applying a Multilevel Structural Equation Model (MSEM) method to the Teacher and Learning International Survey (TALIS) 2013 US data, I developed distributed leadership, instructional leadership, teacher professional practices, and classroom practices as latent configural construct. I assessed the causal connection between these constructs. Results showed that distributed leadership has a significant effect on instruction leadership, and instructional leadership has an effect on teacher professional practice, and teacher professional practice has a significant effect on teacher classroom practice. There was not a significant direct effect by distributed leadership and instructional leadership on teacher classroom practice. Study results provide evidence that leadership and teachers’ professional practices at the school level influence how teachers’ classroom practices are operationalized. Further research is necessary to identify how these distributed leadership perceptions effect teacher cooperation, efficacy, and student achievement.
Subject Area
Educational leadership|Educational administration|Organization Theory
Recommended Citation
Christian, Bohdan M, "The Effects of School Leadership on Teachers’ Professional Practices on Teacher’s Classroom Practice: Evidence from TALIS 2013 US Data" (2020). ETD collection for University of Nebraska-Lincoln. AAI28001905.
https://digitalcommons.unl.edu/dissertations/AAI28001905