東華大學圖書館 |

Exploring Instructional Leadership, Teacher Collaboration, Job Satisfaction, and Student Learning: A Multilevel Moderated Mediation Analysis.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Exploring Instructional Leadership, Teacher Collaboration, Job Satisfaction, and Student Learning: A Multilevel Moderated Mediation Analysis./
作者:	Wu, Yu.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2023,
面頁冊數:	146 p.
附註:	Source: Dissertations Abstracts International, Volume: 84-12, Section: A.
Contained By:	Dissertations Abstracts International84-12A.
標題:	Educational administration. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30491024
ISBN:	9798379735906

Exploring Instructional Leadership, Teacher Collaboration, Job Satisfaction, and Student Learning: A Multilevel Moderated Mediation Analysis.
Wu, Yu.

Exploring Instructional Leadership, Teacher Collaboration, Job Satisfaction, and Student Learning: A Multilevel Moderated Mediation Analysis. - Ann Arbor : ProQuest Dissertations & Theses, 2023 - 146 p.

Source: Dissertations Abstracts International, Volume: 84-12, Section: A.

Thesis (Ph.D.)--State University of New York at Buffalo, 2023.

This item must not be sold to any third party vendors.

Instructional leadership continues to be a focus of research due to its effectiveness in improving schools. The understanding of effective instructional leadership has shifted from being engaged in day-to-day teaching and learning to being capable of organizing and managing teachers for instructional improvement. Most instructional leadership literature is based on Western societies, with little attention paid to non-Western contexts or more centralized educational systems. However, various social and cultural differences lead to different practices and understandings of the same leadership concept. Thus, more research in non-Western contexts is necessary for creating a comprehensive international leadership knowledge base. This study looks at the effectiveness of instructional leadership on teachers and students in a mainland Chinese educational setting. Although continuing reforms have been conducted for educational decentralization, centralized educational tradition and decentralized changes coexist in the Chinese school context. Generally, research on Chinese instructional leadership is still in its initial stages. In particular, the interactions among specific instructional leadership practices-- teacher collaboration, teacher job satisfaction, and student learning performance have not been well investigated in mainland Chinese educational contexts. In addition, the educational gap between urban and rural schools in mainland China is salient and has been a national issue regarding educational equity. Conducting leadership research might aid in the formation of strategies for narrowing the urban-rural achievement gap in China.Based on the literature, the conceptual model for this project proposes two mediators of instructional leadership effects on student achievement: teacher collaboration and teacher job satisfaction. The interest in collaboration among teachers and job satisfaction as mediating variables is based on the belief that effective instructional leadership may not directly improve{A0}student learning performance but rather indirectly through teachers' collaborative efforts and positive attitudes toward their professions. Moreover, the model further conceptualized two moderators within the mediated relationships: school location and principals' inspiration for teachers' new practices. First, the positive effect of instructional leadership on school and student improvement has been confirmed; however, it remains an open question as to whether the effect of instructional leadership on teachers and student learning performance has similar strength in urban and rural settings. Due to the salient gaps in terms of educational inputs and outcomes among urban and rural students, this study considered whether school location (urban or rural) changed the associations among instructional leadership, teacher collaboration, job satisfaction, and student learning outcomes. The other moderator is the extent to which school leaders support teachers' new practices in professional learning. Previous studies had claimed the significance of a supportive and innovative climate for teacher innovation and professional learning in Chinese school contexts, but few tested whether leaders' inspiration for new ideas within teachers' professional learning activities could make a difference in teachers' collaboration and better student learning outcomes.This study utilizes the PISA 2015 dataset, with samples coming from four cities or provinces: Beijing, Shanghai, Jiangsu, and Guangdong (B-S-J-G-China), and including 9841 students and 6423 teachers, both nested in 268 Chinese mainland schools. Because the data are nested, a single-level analysis cannot handle variables at the individual level and indicators at the school level at the same time. Thus, multilevel structural equation modeling (MSEM) is the baseline to investigate various research questions.The main findings of this study are as follows: (1) Chinese instructional leadership is positively correlated with teacher collaboration, and this correlation is stronger in rural schools; (2) instructional leadership impacts students' math and reading achievement through teacher collaboration, particularly in rural school settings; (3) teacher job satisfaction is positively correlated with teacher collaboration but not with either instructional leadership or student achievement; and (4) the mediated impact of instructional leadership on student math and reading achievement through teacher collaboration would be larger when math and reading teachers perceive a higher level of inspiration for their professional growth from school principals. These findings suggest that the emphasis placed by school instructional leaders on creating a learning-focused, collaborative, and innovative climate may have an impact on teaching and learning in mainland Chinese schools, particularly for teachers and students in rural school settings. Implications, limitations, and recommendations for future studies are included at the end. Overall, this study implied that more appropriate and creative policies are needed to close the achievement gaps, as well as more effective programs to prepare school leaders to be sensitive to context and different cultures, and more research is needed on how school leaders act with their teachers and students. Through understanding and exploring mainland Chinese instructional leaders' practices, this study augmented Asian leadership scholarship as well as built context-specific instructional leadership knowledge with a perspective from a non-Western and more centralized educational context.

ISBN: 9798379735906Subjects--Topical Terms:

2122799
Educational administration.
Subjects--Index Terms:

Western societies

Exploring Instructional Leadership, Teacher Collaboration, Job Satisfaction, and Student Learning: A Multilevel Moderated Mediation Analysis.
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Although continuing reforms have been conducted for educational decentralization, centralized educational tradition and decentralized changes coexist in the Chinese school context. Generally, research on Chinese instructional leadership is still in its initial stages. In particular, the interactions among specific instructional leadership practices-- teacher collaboration, teacher job satisfaction, and student learning performance have not been well investigated in mainland Chinese educational contexts. In addition, the educational gap between urban and rural schools in mainland China is salient and has been a national issue regarding educational equity. Conducting leadership research might aid in the formation of strategies for narrowing the urban-rural achievement gap in China.Based on the literature, the conceptual model for this project proposes two mediators of instructional leadership effects on student achievement: teacher collaboration and teacher job satisfaction. The interest in collaboration among teachers and job satisfaction as mediating variables is based on the belief that effective instructional leadership may not directly improve{A0}student learning performance but rather indirectly through teachers' collaborative efforts and positive attitudes toward their professions. Moreover, the model further conceptualized two moderators within the mediated relationships: school location and principals' inspiration for teachers' new practices. First, the positive effect of instructional leadership on school and student improvement has been confirmed; however, it remains an open question as to whether the effect of instructional leadership on teachers and student learning performance has similar strength in urban and rural settings. Due to the salient gaps in terms of educational inputs and outcomes among urban and rural students, this study considered whether school location (urban or rural) changed the associations among instructional leadership, teacher collaboration, job satisfaction, and student learning outcomes. The other moderator is the extent to which school leaders support teachers' new practices in professional learning. Previous studies had claimed the significance of a supportive and innovative climate for teacher innovation and professional learning in Chinese school contexts, but few tested whether leaders' inspiration for new ideas within teachers' professional learning activities could make a difference in teachers' collaboration and better student learning outcomes.This study utilizes the PISA 2015 dataset, with samples coming from four cities or provinces: Beijing, Shanghai, Jiangsu, and Guangdong (B-S-J-G-China), and including 9841 students and 6423 teachers, both nested in 268 Chinese mainland schools. Because the data are nested, a single-level analysis cannot handle variables at the individual level and indicators at the school level at the same time. Thus, multilevel structural equation modeling (MSEM) is the baseline to investigate various research questions.The main findings of this study are as follows: (1) Chinese instructional leadership is positively correlated with teacher collaboration, and this correlation is stronger in rural schools; (2) instructional leadership impacts students' math and reading achievement through teacher collaboration, particularly in rural school settings; (3) teacher job satisfaction is positively correlated with teacher collaboration but not with either instructional leadership or student achievement; and (4) the mediated impact of instructional leadership on student math and reading achievement through teacher collaboration would be larger when math and reading teachers perceive a higher level of inspiration for their professional growth from school principals. These findings suggest that the emphasis placed by school instructional leaders on creating a learning-focused, collaborative, and innovative climate may have an impact on teaching and learning in mainland Chinese schools, particularly for teachers and students in rural school settings. Implications, limitations, and recommendations for future studies are included at the end. Overall, this study implied that more appropriate and creative policies are needed to close the achievement gaps, as well as more effective programs to prepare school leaders to be sensitive to context and different cultures, and more research is needed on how school leaders act with their teachers and students. Through understanding and exploring mainland Chinese instructional leaders' practices, this study augmented Asian leadership scholarship as well as built context-specific instructional leadership knowledge with a perspective from a non-Western and more centralized educational context.
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