Development, factor structure, and reliability of the Shared Instructional Leadership Scale in public secondary schools

Zhan, Xi; Anthony, Anika Ball; Goddard, Roger D.; Beard, Karen Stansberry

doi:10.1177/1741143220963103

Cited by 10 publications

(20 citation statements)

References 57 publications

(143 reference statements)

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“…In terms of shared vision, Brooks et al [13] negatively state that schools lacking a unified vision will inhibit teachers' curriculum leadership. Studies have also shown positively that the shared vision of the school is conducive to enhancing collaboration, thereby enhancing teachers' improvement and leadership of the school curriculum [12,40]. The conclusion of this study on the relationship between school common vision and teacher curriculum leadership is consistent with the researches above.…”

Section: Stimulation Of the School Environment Is An Inducing Force For The Development Of Teacher Curriculum Leadershipsupporting

confidence: 87%

“…School field factors are measured by items 14. (35)(36)(37)(38)(39)(40)(41)(42) in the form of a Likert 5-point scale. Since China initiated a new round of basic education curriculum reform driven by key competencies in 2014 and updated the ordinary high school curriculum plan and curriculum standards accordingly, this study uses key competencies as a macro background for guiding the development of the questionnaire and penetrates it into the expressions of specific items (See Appendix A for details).…”

Section: Data Collection and Participantsmentioning

confidence: 99%

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Factors Influencing Curriculum Leadership of Primary and Secondary School Teachers from the Perspective of Field Dynamic Theory: An Empirical Investigation in China

Chen

Yan-ru

et al. 2021

Sustainability

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Teacher curriculum leadership is in urgent demand to promote the sustainable advancement of curriculum reform, and an important guarantee for the sustainable development of students. It is of important theoretical and practical significance to clarify the influencing factors of the use and the development of teachers’ curriculum leadership. Based on Lewin’s field dynamic theory, this study conducts a multiple linear regression analysis on the data of 19,521 primary and secondary school teachers in 20 provinces of China, and investigates the influencing factors of teacher curriculum leadership from individual and school fields. The results show that individual field factors are the driving force for teachers to exert and develop curriculum leadership. When teachers have internal leading motivation, the school environment becomes an important inducing force. This finding confirms the realistic rationality of the field dynamic theory, and provides a clear direction for formulating relevant policies and practical plans for enhancing teacher curriculum leadership. That is, it is necessary to fully stimulate the internal motivation of teachers for curriculum leadership, but also to create a school environment for teachers to exercise and develop curriculum leadership.

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Section: Stimulation Of the School Environment Is An Inducing Force For The Development Of Teacher Curriculum Leadershipsupporting

confidence: 87%

Section: Data Collection and Participantsmentioning

confidence: 99%

Factors Influencing Curriculum Leadership of Primary and Secondary School Teachers from the Perspective of Field Dynamic Theory: An Empirical Investigation in China

Chen

Yan-ru

et al. 2021

Sustainability

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“…This leadership is the extent of instructional leadership emphasizing the role of school principals in managing and developing curricula. Shared instructional leadership enables teachers to attend decision-making processes that aim to improve teaching both in and outside the class by highlighting mutual efforts by school principals and teachers towards enhancing teaching and learning (Zhan et al, 2020). This approach suggests that school principals are instructional leaders who guide teachers by providing support for them and create significant opportunities for teaching and learning processes (Baker et al, 2020).…”

Section: Shared Instructional Leadership (Sil)mentioning

confidence: 99%

“…This approach suggests that school principals are instructional leaders who guide teachers by providing support for them and create significant opportunities for teaching and learning processes (Baker et al, 2020). Zhan et al (2020) identified the dimensions of shared instructional leadership that was considered as an important contributor of the quality of education and student achievement as "shared visions, focus on teaching, monitoring of progress and broad collaboration." SIL acknowledges certain contributions of both school principals and teachers to curriculum, teaching, and assessment that are described as the fundamental acts of education (Printy et al, 2009).…”

Section: Shared Instructional Leadership (Sil)mentioning

confidence: 99%

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Paylaşılan Öğretimsel Liderlik: Ölçek Uyarlama Çalışması

Dilekçi

2021

İnönü Üniversitesi Eğitim Fakültesi Dergisi

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The aim of this study is to adapt Shared Instructional Leadership Scale (SILS) (Zhan et al., 2020) to Turkish culture. To this end, research data were collected from three different study groups working in the provinces of Batman and Bolu in the 2020-2021 academic year. The first study group of the research consists of 16 English teachers on which the language equivalence of the scale was examined. The second study group includes 150 teachers on which exploratory factor analysis (EFA) was investigated. Finally, 180 teachers on which confirmatory factor analysis (CFA) was conducted constitute the third study group of the research. The research results refer to the language equivalence, structural validity, and reliability of the scale. Besides, the criteria determined in the literature have been shown to be met. In addition, the scale adapted to Turkish culture consists of seven items and one dimension as in its original version. All the validity and reliability analyses carried out have shown that the "SILS" can be used as a valid and reliable assessment instrument which has sufficient psychometric characteristics to disclose the opinions of teachers working in Turkish schools. In the study, certain recommendations towards researchers were also made.

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Does the sharing of leadership increase the coherence of a school's instructional framework?

Zhan,

Goddard,

Anthony

2023

IJEM

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PurposeExisting research suggests that organizational learning, jointly implemented by principals and teachers may reduce agency risks and improve school management effectiveness. However, research investigating how this process occurs is lacking. The relationship between school leaders promoting the involvement of teachers in school-wide processes focused on instructional improvement and the coherence characterizing a school's instructional program remains unclear.Design/methodology/approachThe authors identified shared instructional leadership and instructional coherence, as two key variables describing the process of organizational learning and the outcome of agency risk reduction. The authors employed hierarchical linear modeling to test the hypothesis that shared leaderships positively predicts differences among schools in instructional coherence.FindingsBased on a sample of 113 public high schools selected from a U.S. Midwestern state, the results confirm the hypothesis.Research limitations/implicationsThis study uses the existing theoretical and empirical findings to interpret the potential relationship between shared leadership and instructional coherence, and validates it through empirical data analysis. The findings expand the understanding of the shared leadership theory. Although the design of this study is strictly based on theoretical and empirical findings, and part of the purpose of the research is to find the reasons why shared leadership seems to be insignificant in some countries and regions, readers should still note that the sample source is American schools. The findings of this study are worth examining with different samples in future studies.Practical implicationsSince the direct relationship between shared leadership and student standardized test scores has been difficult to measure, and in some countries even negative, there is debate about the need for shared leadership. The difficulty of measurement is caused by the diversity of leadership subjects and the complexity of leadership tasks. This study finds out the direct object of shared leadership and the process of exerting its effects, which will expand the understanding of the positive meaning of shared leadership. This will help different countries and regions better identify and play the role of shared leadership.Originality/valueBased on the combination of organizational learning theory, agency theory and shared leadership theory, the study modeled the process of collaborative organizational learning among principals and teachers. The study employed instructional coherence as a form of structured organizational learning that is a prerequisite for improvement in common measures of student learning such as standardized test scores. Do so provide practical guidance for educators seeking improvement through organizational learning.

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Development, factor structure, and reliability of the Shared Instructional Leadership Scale in public secondary schools

Cited by 10 publications

References 57 publications

Factors Influencing Curriculum Leadership of Primary and Secondary School Teachers from the Perspective of Field Dynamic Theory: An Empirical Investigation in China

Factors Influencing Curriculum Leadership of Primary and Secondary School Teachers from the Perspective of Field Dynamic Theory: An Empirical Investigation in China

Paylaşılan Öğretimsel Liderlik: Ölçek Uyarlama Çalışması

Does the sharing of leadership increase the coherence of a school's instructional framework?

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