Exploring Teachers’ Instructional Practice Profiles: Do Distributed Leadership and Teacher Collaboration Make a Difference?

IF 2.4 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Educational Administration Quarterly Pub Date : 2023-02-27 DOI:10.1177/0013161X231159092
N. Özdemir, A. Kılınç, Mahmut Polatcan, Selçuk Turan, M. Bellibaş
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引用次数: 1

Abstract

Purpose: While the literature includes multiple studies on the relationship between school leadership and instructional quality, they often use instructional practice as a continuous variable, assuming that a teacher would perform all sub-dimensions of instructional practice at a similar rate and failing to link distributed leadership to classroom teaching. Addressing these gaps in the literature, this study aims to identify teacher- and school-level latent profiles of teachers’ instructional practices and to investigate how distributed leadership predicts teachers’ membership in different instructional practice profiles, with the mediating role of teacher collaboration. Research Methods/Approach: The study employed a cross-sectional survey design using Türkiye's TALIS data for lower secondary education. Multilevel latent profile analysis with mediation modeling was conducted on data from 3,223 teachers in 192 schools. Findings: This analysis yielded four teacher profiles: laissez-faire, typical, controlling, and versatile; and two school profiles, high controlling and high laissez-faire. Findings indicate that distributed leadership promotes professional collaboration in lessons among teachers, which could, in turn, play a critical role in determining both individual teacher- and school-level profiles. Implications: This study provides practical contributions to understanding the nature of classroom teaching, suggesting that future studies should use instructional practice profiles instead of a single construct of teaching.
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探索教师的教学实践概况:分布式领导和教师协作会产生影响吗?
目的:虽然文献中包括了关于学校领导力和教学质量之间关系的多项研究,但他们经常将教学实践作为一个连续变量,假设教师会以相似的速度完成教学实践的所有子维度,而没有将分布式领导力与课堂教学联系起来。针对文献中的这些空白,本研究旨在确定教师和学校层面的教师教学实践的潜在特征,并调查分布式领导如何在教师协作的中介作用下预测教师在不同教学实践中的成员身份。研究方法/方法:该研究采用了一种横断面调查设计,使用了土耳其初中教育的TALIS数据。采用中介模型对192所学校3223名教师的数据进行了多层次潜在特征分析。研究结果:该分析得出了四个教师档案:自由放任、典型、控制和多才多艺;以及两个学校简介,高度控制和高度放任。研究结果表明,分布式领导促进了教师之间在课堂上的专业合作,而这反过来又可能在决定教师和学校层面的个人情况方面发挥关键作用。启示:这项研究为理解课堂教学的本质提供了实际贡献,建议未来的研究应该使用教学实践档案,而不是单一的教学结构。
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来源期刊
Educational Administration Quarterly
Educational Administration Quarterly EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.90
自引率
3.00%
发文量
9
期刊介绍: Educational Administration Quarterly presents prominent empirical and conceptual articles focused on timely and critical leadership and policy issues of educational organizations. As an editorial team, we embrace traditional and emergent research paradigms, methods, and issues. We particularly promote the publication of rigorous and relevant scholarly work that enhances linkages among and utility for educational policy, practice, and research arenas.
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