Exploring the relationship between school leadership and teacher professional learning through structural equation modeling

Abstract

PurposeThis study aims to investigate the relationship between leadership and teacher professional learning considering two mediating variables – teacher trust and teacher agency.Design/methodology/approachThe study utilized structural equation modeling in analyzing the responses from 1,654 secondary public teachers from 43 schools in the Philippines.FindingsLeadership does not have a direct relationship with teacher professional learning. The established relationship of leadership and professional learning from literature exists through the mediation of teacher trust and teacher agency.Originality/valueThe results point out that school leaders must affect teacher trust and teacher agency to influence the engagement of teachers to professional learning. Contrary to what has been accepted in educational management that leaders can directly impact teachers, the findings of this study dictate that the full effects of leadership are coursed through mediating pathways.

Investigating a multiple mediated-effects model of instructional leadership and teacher professional learning in the Malaysian School Context: A partial least squares analysis

“…In particular, the significant indirect effect of principal instructional leadership on teacher learning in this study reprises results reported in other non-Western societies (e.g. Karacabey et al, 2020;Li et al, 2016;Liu et al, 2016; Piyaman et al, 2017;Tayag and Ayuyao, 2020) and in other distinct leadership constructs such as integrated leadership (e.g. Hallinger et al, 2014;Li et al, 2016), transformational leadership (e.g.…”

The Relationship Between Learning-Centered Leadership and Professional Learning: A Study on SAC Teachers

“…Moderate and high correlations were also found between the dimensions of the two variables. It can be said that similar results have been found in the literature (Al-Mahdy et al, 2021;Hammad et al, 2021;Kılınç et al, 2020;Tayag & Ayuyao, 2020). Looking from the perspective of learning-centered leadership, the dimensions that have the lowest correlation with professional learning and its dimensions are the dimensions of managing the learning program and modeling.…”

“…Studies correlating learning-centered leadership with student achievement also support this finding (Özdemir et al, 2021;Reardon, 2011). Moreover, some other studies in the literature indicated that LCL has no direct effect on TPL and that the variables such as teacher trust and teacher agency mediated this relationship (Alazmi & Hammad, 2021;Bellibaş et al, 2020;Hallinger et al, 2017Hallinger et al, , 2019Tayag & Ayuyao, 2020).…”

“…School principals undertake roles such as deciding on the professional development activities that teachers will participate in, providing budget and resources for professional development, and giving support and approval to some different development practices. Hence, school principals have an important role in the professional development of teachers in terms of being a coach of learning (Tayag & Ayuyao, 2020).…”

Implementation of Professional Learning Community among Teachers in Schools: A Systematic Literature Review

“…A teacher should always use new approaches in the delivery of their teaching to help students develop knowledge and skills better. Thus, teachers need to be equipped with knowledge and skills to realize this aim (Tayag & Ayuyao, 2020). This is because it is common knowledge that teacher quality is one of the most significant influences on student outcomes (Ovenden-Hope et al, 2018).…”