Influence of instructional leadership on teacher retention

Lazcano, Christian; Guerrero, Patricia; Volante, Paulo

doi:10.1080/13603124.2022.2066187

Cited by 4 publications

(5 citation statements)

References 46 publications

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“…Previous studies have found a direct effect of PST and other leadership styles (participative leadership, transformational leadership; see Barth & Benoliel, 2019; Benoliel & Barth, 2017; Somech & Naamneh, 2019; Berkovich, 2018) on teachers’ positive attitudes towards their work. However, in the case of teachers’ withdrawal behaviours such as absenteeism and intent to leave, several studies have highlighted various aspects of a teacher's work environment as key predictors of these variables (Howard & Howard, 2020; Lazcano et al, 2022; Nguyen et al, 2020; Rosenblatt & Shapira‐Lishchinsky, 2017). Moreover, recent findings have indicated that leadership emergence and implications are contextual and dependent on the different situations to which principals are exposed, and the way in which they practise leadership to achieve the best results, noting that the effect of leadership on teachers’ behaviours is indirect (Hallinger, 2018; Liu & Hallinger, 2018).…”

Section: Theoretical Background and Hypothesesmentioning

confidence: 99%

Principals' systems thinking and teachers' withdrawal behaviours: The intervening role of school structure and principal–teacher gender (dis)similarity

Nadav

Benoliel

Schechter

2022

British Educational Res J

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Relying on the contingency theory, the present study examines the influence of school characteristics and principal-teacher gender (dis)similarity on the relationship between principals' systems thinking (PST) and teacher withdrawal behaviours of absenteeism and intent to leave. Data were collected from two sources: 111 school management team members and 109 teachers (220 participants in total) randomly chosen from elementary schools in Israel. Hierarchical regression analyses showed that principalteacher dissimilarity and a bureaucratic school structure moderate the relationship between PST and teachers' withdrawal behaviours. These findings indicate that the organisational conditions under which principals practise systems thinking can affect teachers' withdrawal behaviours. Therefore, this study may advance theory and practise regarding the implications of PST on withdrawal behaviours, which are an important determinant of teachers' performance and a school's success.

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Section: Theoretical Background and Hypothesesmentioning

confidence: 99%

Principals' systems thinking and teachers' withdrawal behaviours: The intervening role of school structure and principal–teacher gender (dis)similarity

Nadav

Benoliel

Schechter

2022

British Educational Res J

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“…The least in rank is "It employs a leadership model to communicate regarding the related goals and achievement of students", with a weighted mean of 3.10 or Moderately Agree, (Lazcano, Guerrero, & Volante, 2022, pp. [1][2][3][4][5][6][7][8][9][10][11][12][13][14][15][16][17][18][19] influences the leader and retention in school instructional leadership. It represents the instructional leader in solving various issues in the school system and level.…”

Section: On the Contribution Of Effective Style Educational Leadershi...mentioning

confidence: 99%

“…It indicates perspective transformation of effective leadership styles, (Da'as, 2022, pp. [1][2][3][4][5][6][7][8][9][10][11][12][13][14][15][16][17][18].…”

Section: Introductionmentioning

confidence: 99%

Educational Leadership Management Practices: A Perspective to Educational Transformation

Mallillin¹

2023

IJMRA

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The paper investigates the educational leadership management practices as a perspective to educational transformation. The descriptive correlation research design is utilized in the study to quantify and measure the profile of the respondents, contribution of effective style educational leadership management and practices, and educational transformation perspective of the educational management practices of the respondents. Likewise, purposive quota sampling employs in the study to define the criteria for the sample size. The study comprised fifty (50) respondents only. Results show that the contribution of effective style educational leadership management and practices of the respondents involves democratic leaders where they yield with a high morale environment to generate and motivate creative solutions of effective leadership style in school organization, show that instructional leadership involves on planning practice, coordination, evaluation, and teaching improvement learning, show that authoritative leaders ensure that the systems are in order, and quick in the decision process and control the organization, show that coaching leadership involves behavior, attitude, work performance, evaluation, process of the work, and the policies in the school organization, and show that transformational leaderships is an essential element in the organization to be imposed for good, better, and best because all employees in the school organization are determinant for the process. Hence, educational transformation perspective of the educational management practices of the respondents explores career, advocacy, and policy in pursuing equity in education, contributes to the school system in the organization, reveals significant effect on positive and negative effects of the transformational leadership process, maintains school culture and identity for the diverse and challenging condition strength of school organization and setting, and supports the innovation of learning in the school organization and supports advanced flexible learning technology.

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“…Empirical research affirms that talent management has a positive and significant influence on retention intention [ 13 ]. Principals’ instructional leadership has significant effects on teacher retention [ 9 ], through administrative support [ 14 ] and so on. Principals should use instructional leadership to create an appropriate situation to retain and develop teachers [ 15 ].…”

Section: Review Of the Literaturementioning

confidence: 99%

“…Nevertheless, few research studies have focused on the effect of principals’ instructional leadership on teacher retention, and how the effect occurs is also explored insufficiently. Among the few research studies, principals’ trust and support for classroom work is supposed to promote teacher retention [ 9 ], and the intermediary effect of job satisfaction and job burnout is documented [ 10 ]. However, no research has paid attention to how teachers perceive and identity their own roles under principals’ instructional relationship, and how it acts on teacher retention.…”

Section: Introductionmentioning

confidence: 99%

The Relationship between Principals’ Instructional Leadership and Teacher Retention in the Undeveloped Regions of Central and Western China: The Chain-Mediating Role of Role Stress and Affective Commitment

Zhan,

Wang,

Song

2023

Behavioral Sciences

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Enhancing teacher retention in underdeveloped regions of Central and Western China is an important issue for high-quality education development. By investigating 1558 teachers from nine provinces and municipalities in these regions, this study uses quantitative research methods to analyze the relationship between principals’ instructional leadership and teacher retention and introduces a moderated chain-mediated model. The results show that principals’ instructional leadership and teacher retention are at a relatively moderate to high level in these regions. Principals’ instructional leadership not only has direct effect on teacher retention, but also has indirect effects by three paths: through the separate mediating role of role stress, the separate mediating role of affective commitment, and the chain-mediating role of role stress and affective commitment. Teacher gender negatively moderates the relationship between principal’s instructional leadership and teacher role stress. The sample need to be extended to developed areas to form a comparison. Underdeveloped regions of Central and Western China also need to take more action.

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Influence of instructional leadership on teacher retention

Cited by 4 publications

References 46 publications

Principals' systems thinking and teachers' withdrawal behaviours: The intervening role of school structure and principal–teacher gender (dis)similarity

Principals' systems thinking and teachers' withdrawal behaviours: The intervening role of school structure and principal–teacher gender (dis)similarity

Educational Leadership Management Practices: A Perspective to Educational Transformation

The Relationship between Principals’ Instructional Leadership and Teacher Retention in the Undeveloped Regions of Central and Western China: The Chain-Mediating Role of Role Stress and Affective Commitment

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