To What Extent Does Distributed Leadership Support Principal Instructional Leadership? Evidence from TALIS 2013 Data

Xia, Jiangang; O'Shea, Cailen

doi:10.1080/15700763.2022.2056059

Cited by 5 publications

(1 citation statement)

References 99 publications

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“…In addition, it was not rare that topics from different overarching themes were studied together. The most frequent overlapping themes were those that included teacher practices and teacher characteristics-for example, teacher instructional practices and teacher self-efficacy (Holzberger & Prestele, 2021;Yoon & Goddard, 2023)-as well as school environmental factors and teacher/principal characteristics such as school climate and teacher job satisfaction (Chen et al, 2023) or school leadership and principal job satisfaction (Xia & O'Shea, 2023). Within the overlapping themes, there was a moderate number of articles studying principal practices, mainly focusing on school leadership, and teacher professional and instructional practices (see, e.g., Buyukgoze et al, 2022;Torres, 2019).…”

Section: Thematic Coveragementioning

confidence: 99%

A systematic literature review of TALIS secondary research: Trends and future directions

Veletić,

Mejía‐Rodríguez,

Olsen

2024

Review of Education

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The Teaching and Learning International Survey (TALIS) collects data from representative samples of teachers and principals across the world about their practices and work conditions, school and classroom contexts, and attitudes, motivation, and satisfaction with their profession and jobs. Given the growth of participating countries, the number of constructs assessed, and the volume of publications based on secondary analyses of the freely available data, it is reasonable to claim that TALIS represents one of the major data sources in the field of international educational research. This study provides a systematic literature review of secondary analyses of TALIS data, summarising the past 15 years of TALIS research. The review includes a synthesis of 238 peer‐reviewed journal articles, providing bibliographical information about articles as well as the scope and impact of analysis of TALIS data across time, countries, and populations. Moreover, the article summarises information about the most prevalent research themes that have been investigated. The findings highlight the importance of TALIS data in the broader educational research scope, emphasising themes such as teacher characteristics, and teacher professional practices. Lastly, the review provides insights into methodological approaches to study and analyse TALIS data and calls for more caution in analysing complex survey data with respect to how clustering and multigroup design are handled.

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Section: Thematic Coveragementioning

confidence: 99%

A systematic literature review of TALIS secondary research: Trends and future directions

Veletić,

Mejía‐Rodríguez,

Olsen

2024

Review of Education

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Teachers’ and principals’ perceptions of school climate: the role of principals’ leadership style in organizational quality

2023

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In this paper, we report on teachers’ and principals’ shared perceptions regarding beliefs, rules, trust, and encouragement of new initiatives. Collectively, these are aspects of leadership for learning (LFL) describing an overall shared climate in schools. We demonstrate how these perceptions on school climate differ across teachers and principals within and across countries. Moreover, we report how different perceptions of school climate are associated with leadership style. We analyze data from 37 countries that participated in the last cycle of the Teaching and Learning International Survey (TALIS) in 2018. To build the measurement model, we employ multigroup multilevel confirmatory factor analysis, whereas multivariate linear regression is used to inspect associations. Overall, principals and teachers differ in their views of school climate. In the majority of the countries, principals report stronger school climate than teachers. We further confirm these perceptual differences between teachers and principals by separately studying the relationships between teacher perceived school climate and principal perceived school climate with relevant leadership variables. In the entire sample, we find that principals’ perceptions of school climate are more strongly and consistently associated with leadership in schools. This relationship is particularly stable for distributed leadership. In the entire sample, leadership styles are weakly positively correlated with teacher perceptions of school climate too; however, this association is less pronounced and less stable within individual countries. The analyses conducted within countries revealed that the distributed leadership rather than instructional leadership shapes teachers’ perceptions of school climate. More discussion is presented on the need for alignment between different perceptions of school climate and leadership styles in the overall organizational quality.

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Leadership in large-scale international assessments—diminishing returns?

Muijs

2023

International Encyclopedia of Education(Fourth Edition)

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To What Extent Does Distributed Leadership Support Principal Instructional Leadership? Evidence from TALIS 2013 Data

Cited by 5 publications

References 99 publications

A systematic literature review of TALIS secondary research: Trends and future directions

A systematic literature review of TALIS secondary research: Trends and future directions

Teachers’ and principals’ perceptions of school climate: the role of principals’ leadership style in organizational quality

Leadership in large-scale international assessments—diminishing returns?

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