Predictors of Public School Leadership Capacity in Bishkek

Sindhvad, Swetal; Richardson, Jayson W.; Ivanov, A. A.; Lingat, John Eric M.

doi:10.32865/fire202062184

Cited by 3 publications

(5 citation statements)

References 18 publications

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“…Tschannen-Moran and Gareis ( 2004) emphasize that context matters in understanding principals' sense of efficacy. Findings from this study follow Bandura's model and align with findings by Sindhvad et al (2020) and Sindhvad (2009) which identified principals' sense of outcome expectancy for instructional supports as a factor influencing principal sense of efficacy, or capacity, for instructional leadership. However, while principals' sense of job satisfaction was a common factor influencing principal self-efficacy in both studies, time spent on key instructional leadership and school management tasks influenced principal self-efficacy in the current study.…”

Section: Contributions To the Literaturesupporting

confidence: 86%

“…Some studies examine the interplay of contextual factors on principal self-efficacy in the developing countries' context. Sindhvad et al (2020), andSindhvad (2009) investigated factors predicting sense of principal self-efficacy following reforms in Kyrgyzstan and the Philippines, respectively. Findings from both studies identified outcome expectancy for instructional supports (i.e.…”

Section: Principal Sense Of Efficacymentioning

confidence: 99%

“…Job satisfaction was another factor influencing self-efficacy common between both studies. Sindhvad et al (2020) discussed the issue of meeting parental demands and schools' heavy reliance on parental contributions to finance schools as likely sources of stress that affect job satisfaction among Bishkek public school principals. Compounding principals' stress was how they perceived teachers' capacity for maintaining communication with parents.…”

Section: Principal Sense Of Efficacymentioning

confidence: 99%

“…These studies provided insight into factors worthy of attention in the development of policy and design of professional development specific to each context. Sindhvad et al (2020) illustrated that task-specific mastery experiences are key to influencing principals' perception of instructional supports. Bishkek principals would benefit from professional development in empowering teachers towards stakeholder engagement.…”

Section: Principal Sense Of Efficacymentioning

confidence: 99%

“…The current study follows Sindhvad et al (2020) and Sindhvad (2009) in understanding sense of principal self-efficacy, or capacity, among public school principals in Baku, Azerbaijan, in an effort to identify factors influencing principal behavior, which, in turn, inform directions for policy and principal training. Figure 1 provides the research model for principal self-efficacy and outcome expectancy based on the findings from these past studies.…”

Section: Principal Sense Of Efficacymentioning

confidence: 99%

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Factors influencing instructional leadership capacity in Baku, Azerbaijan

Sindhvad¹,

Mikayilova²,

Kazimzade³

2020

Educational Management Administration & Leadership

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Azerbaijan has introduced significant reforms to improve school leadership in public schools. Responsibilities were redefined to prioritize teacher supervision and engagement with school governance structures to ensure school improvement and accountability measures. The purpose of this study was to provide insight into contextual factors predicting the extent of principals’ sense of self-efficacy, or capacity, for instructional leadership in public schools in the capital city of Baku. Findings suggest that any increment in outcome expectancy for teacher supervision, mentorship, and training is likely to increase Baku principals’ intentions to perform those instructional leadership practices. However, time on instructional leadership is the key contextual factor influencing outcome expectancy. Findings also point to the importance of time spent on stakeholder engagement and school management tasks such as providing classroom resources, which are interrelated to instructional leadership tasks. Policy reforms for instructional leadership in Azerbaijan need to consider the interrelations between school leadership functions.

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Section: Contributions To the Literaturesupporting

confidence: 86%

Section: Principal Sense Of Efficacymentioning

confidence: 99%

Section: Principal Sense Of Efficacymentioning

confidence: 99%

Section: Principal Sense Of Efficacymentioning

confidence: 99%

Section: Principal Sense Of Efficacymentioning

confidence: 99%

See 3 more Smart Citations

Factors influencing instructional leadership capacity in Baku, Azerbaijan

Sindhvad¹,

Mikayilova²,

Kazimzade³

2020

Educational Management Administration & Leadership

Self Cite

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A safe space and leadership matter for innovation: Exploring the role of psychological safety in the relationship between transformational leadership and innovation radicalness in Kyrgyz classrooms

Bellibaş,

Ryskulueva,

Levin

et al. 2024

Educational Management Administration & Leadership

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The present research examines the relationship between school transformational leadership and innovation radicalness in classrooms with the moderating and mediating role of psychological safety, to provide an understanding of whether and to what extent the influence of leadership on innovation radicalness in teaching might be strengthened or weakened across various levels of psychological safety. Utilizing a dataset that included 5052 teachers working in 147 schools across Kyrgyzstan, we conducted multilevel analyses to test the proposed hypotheses. We found a positive association of transformational leadership with psychological safety and innovation radicalness in classrooms at the teacher level. Moreover, transformational leadership was more strongly related to radical innovation in schools with greater psychological safety among teachers both at the teacher and school levels. We conclude that school principals should prioritize the emotional state of teachers characterized by psychological safety by acting as transformational leaders, thereby enhancing the impact of their practices on the realization of higher innovation radicalness in the pedagogical practices of teachers.

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Putting the Instructional Leadership–Student Achievement Relation in Context: A Meta-Analytical Big Data Study Across Cultures and Time

Pietsch,

Aydin,

Gümüş

2023

Educational Evaluation and Policy Analysis

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Aggregated data meta-analyses indicate a correlation between instructional leadership and student achievement. However, it is unclear to what extent this relationship can be generalized across cultural contexts, as most primary studies stem from Anglophone regions. Drawing on international large-scale assessment data, this 3-level individual participant data (IPD) meta-analysis examines this relationship over a 6-year period using a sample of 1.5 million students in more than 50,000 schools from 75 countries. The findings show that the mean correlation is close to 0 and that the relationship between instructional leadership and student achievement varies significantly across contexts. This is mainly due to the level of human development and cultural factors. Implications for policy, practice, and education research are discussed.

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Predictors of Public School Leadership Capacity in Bishkek

Abstract: The purpose of this study was to provide insight into contextual factors predicting the extent of principals

Cited by 3 publications

References 18 publications

Factors influencing instructional leadership capacity in Baku, Azerbaijan

Factors influencing instructional leadership capacity in Baku, Azerbaijan

A safe space and leadership matter for innovation: Exploring the role of psychological safety in the relationship between transformational leadership and innovation radicalness in Kyrgyz classrooms

Putting the Instructional Leadership–Student Achievement Relation in Context: A Meta-Analytical Big Data Study Across Cultures and Time

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