Impact of distributed leadership on teacher job satisfaction in China: The mediating roles of teacher autonomy and teacher collaboration

Liu, Shujie; Keeley, Jared W.; Sui, Yongying; Li, Sang

doi:10.1016/j.stueduc.2021.101099

Cited by 24 publications

(21 citation statements)

References 47 publications

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“…In two online e-learning projects in the United Kingdom, Jameson et al (2006) concluded that distributed leadership effectively brought teachers together and encouraged teacher cooperation. Besides, a recent study also showed that distributed leadership of principals promoted teacher autonomy and teacher collaboration, respectively ( Liu et al, 2021b ). It is worth noting that the impact of distributed leadership on teacher innovativeness is more significant than its effects on the other two constructs, which indicates the importance of the participation of teachers in school decision-making for the creative attitudes and innovative actions of school employees.…”

Section: Discussionmentioning

confidence: 99%

“…In the meanwhile, Liu et al (2021b) claimed that principals might also promote teacher autonomy and professional collaboration through distributed leadership. Teachers would be satisfied if they have autonomy or collaborate with peers in school under the distributed climate ( Strong and Yoshida, 2014 ).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Its direct effects on teacher innovativeness, teacher autonomy, and professional collaboration are proposed based on the existing literature about the possible relationships among these factors. For example, studies indicated that distributed leadership not only impacted innovations that were successfully implemented ( Buske, 2018 ) but also influenced teacher autonomy and professional collaboration, respectively ( Moolenaar et al, 2010 ; Liu et al, 2021b ). Besides this, teacher autonomy and professional collaboration are also considered predictors of teacher innovativeness.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

“…Nevertheless, according to previous studies, there are still two distinct ways in which teachers inspire innovation: individually and collectively ( Torres, 2019 ; Liu et al, 2021b ). From this viewpoint, teacher autonomy, which is frequently viewed as individualism in the teaching profession, is essential to teacher inventiveness due to its empowerment of individuals.…”

Section: Introductionmentioning

confidence: 99%

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The relationship between distributed leadership and teacher innovativeness: Mediating roles of teacher autonomy and professional collaboration

2022

Front. Psychol.

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Principals’ distributed leadership plays a critical role in teacher innovativeness; however, research evidence regarding the relationship between them is limited. This study aims at examining the effect of distributed leadership on teacher innovativeness as well as the mediating roles of teacher autonomy and professional collaboration. Using the data of 132,376 teachers derived from the 2018 Teaching and Learning International Survey (TALIS), the study applied a structural equation model (SEM) for analysis. The results revealed that distributed leadership had positive direct effects on teacher innovativeness, teacher autonomy, and professional collaboration. Meanwhile, teacher autonomy and professional collaboration significantly mediated the effect of distributed leadership on teacher innovativeness, respectively. Practical implications are discussed, school leaders are expected to adopt distributed leadership style and establish a supportive school environment, and individual teachers are supposed to cultivate a culture of collectivism and make effective use of autonomy in their teaching innovation.

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Section: Discussionmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Conceptual Frameworkmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The relationship between distributed leadership and teacher innovativeness: Mediating roles of teacher autonomy and professional collaboration

2022

Front. Psychol.

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“…Dalam mencapai tujuan pendidkan harus dimulai dengan menciptakan pembelajaran yang berkualitas. Dalam proses pembelajaran guru memegang peranan yang sangat penting untuk meningkatkan kualitas Pendidikan (S. Liu et al, 2021;Y. Liu et al, 2020).…”

Section: Pendahuluanunclassified

Media Pembelajaran Berbentuk Kartu dengan Metode Permainan UNO pada Materi Protista

Aulya

Zulyusri

Rahmawati

2021

JPPP

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Saat proses pembelajaran biologi pada materi protista guru telah menggunakan media berupa power point serta video dan untuk pemantapan materi guru menggunakan LKPD yang sudah dirancang. Namun kelemahan dari media pembelajaran yang digunakan tersebut masih belum bisa menarik perhatian peserta didik dalam mempelajari materi Protista. Penelitian ini bertujuan untuk menganalisa kebutuhan pengembangan media pembelajaran berbentuk kartu dengan metode permainan UNO pada materi protista. Studi dilakukan dengan metode survei. Sampel penelitian yaitu 30 peserta didik yang dipilih secara acak pada 5 kelas yang berbeda dan satu orang guru biologi Instrumen yang digunakan dalam penelitian ini yaitu angket. Pengumpulan data dilakukan dengan menyebarkan angket kepada peserta didik dan guru biologi melalui google formulir. Teknik analisis data yang digunakan adalah teknik analisis data statistik deskriptif kuantitatif. Hasil analisis menunjukkan bahwa peserta didik membutuhkan media pembelajaran tambahan pada materi protista, kriteria media pembelajaran yang dibutuhkan oleh peserta didik yaitu materi yang disampaikan lengkap, singkat, padat dan disertai gambar dan menggunakan metode permainan. Pengembangan media pembelajaran berbentuk kartu dengan metode permainan UNO dapat menjadi solusi dari permasalahan yang dihadapi oleh guru dan peserta didik khusunya pada materi protista.

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The impact of distributed leadership on teacher commitment: The mediation role of teacher workload stress and teacher well‐being

Bellibaş,

Gümüş,

Chen

2023

British Educational Res J

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This research aims to investigate the relationship between distributed leadership in a school and teacher commitment, emphasising the mediating roles of teachers' workload stress and teacher well‐being using the Teaching and Learning International Survey dataset 2018 with 47 regions. Structural equation modelling on pooled and separate country samples was used to analyse the data. Results indicate that the impact of distributed leadership on teacher commitment is mediated by workload stress and well‐being across all jurisdictions, with a few exceptions. The study also suggests that distributed leadership is necessary to support teacher well‐being via the lens of their workload, which may lead to an increase in teacher sense of commitment. The results recommend practitioners and policymakers support and sustain the distribution of decision‐making powers among the school community and establish a culture of collaboration and mutual responsibility for the operation of the school. In this way, a less stressful work environment and consequently increased teacher mental and physical well‐being and commitment might be possible.

show abstract

Impact of distributed leadership on teacher job satisfaction in China: The mediating roles of teacher autonomy and teacher collaboration

Cited by 24 publications

References 47 publications

The relationship between distributed leadership and teacher innovativeness: Mediating roles of teacher autonomy and professional collaboration

The relationship between distributed leadership and teacher innovativeness: Mediating roles of teacher autonomy and professional collaboration

Media Pembelajaran Berbentuk Kartu dengan Metode Permainan UNO pada Materi Protista

The impact of distributed leadership on teacher commitment: The mediation role of teacher workload stress and teacher well‐being

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