Academic Journal
Exploring Teachers’ Instructional Practice Profiles: Do Distributed Leadership and Teacher Collaboration Make a Difference?
| العنوان: | Exploring Teachers’ Instructional Practice Profiles: Do Distributed Leadership and Teacher Collaboration Make a Difference? |
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| المؤلفون: | Özdemir, Nedim, Kılınç, Ali Çağatay, Polatcan, Mahmut, Turan, Selçuk, Bellibaş, Mehmet Şükrü |
| المصدر: | Educational Administration Quarterly ; volume 59, issue 2, page 255-305 ; ISSN 0013-161X 1552-3519 |
| بيانات النشر: | SAGE Publications |
| سنة النشر: | 2023 |
| الوصف: | Purpose: While the literature includes multiple studies on the relationship between school leadership and instructional quality, they often use instructional practice as a continuous variable, assuming that a teacher would perform all sub-dimensions of instructional practice at a similar rate and failing to link distributed leadership to classroom teaching. Addressing these gaps in the literature, this study aims to identify teacher- and school-level latent profiles of teachers’ instructional practices and to investigate how distributed leadership predicts teachers’ membership in different instructional practice profiles, with the mediating role of teacher collaboration. Research Methods/Approach: The study employed a cross-sectional survey design using Türkiye's TALIS data for lower secondary education. Multilevel latent profile analysis with mediation modeling was conducted on data from 3,223 teachers in 192 schools. Findings: This analysis yielded four teacher profiles: laissez-faire, typical, controlling, and versatile; and two school profiles, high controlling and high laissez-faire. Findings indicate that distributed leadership promotes professional collaboration in lessons among teachers, which could, in turn, play a critical role in determining both individual teacher- and school-level profiles. Implications: This study provides practical contributions to understanding the nature of classroom teaching, suggesting that future studies should use instructional practice profiles instead of a single construct of teaching. |
| نوع الوثيقة: | article in journal/newspaper |
| اللغة: | English |
| DOI: | 10.1177/0013161x231159092 |
| DOI: | 10.1177/0013161X231159092 |
| الاتاحة: | https://doi.org/10.1177/0013161x231159092 https://journals.sagepub.com/doi/pdf/10.1177/0013161X231159092 https://journals.sagepub.com/doi/full-xml/10.1177/0013161X231159092 |
| Rights: | https://journals.sagepub.com/page/policies/text-and-data-mining-license |
| رقم الانضمام: | edsbas.8DD68850 |
| قاعدة البيانات: | BASE |
| DOI: | 10.1177/0013161x231159092 |
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