Transformational leadership and teachers’ use of differentiated instruction in Serbian schools: investigating the mediating effects of teacher collaboration and self-efficacy

Ninković, Stefan; Knežević-Florić, Olivera; Đorđić, Dejan

doi:10.1080/03055698.2022.2081787

Cited by 5 publications

(4 citation statements)

References 59 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…, 2011). Ninković et al. (2022) showed that teacher collaboration is a mediator of the effect of transformational leadership on the implementation of differentiated teaching in the Serbian school context.…”

Section: Resultsmentioning

confidence: 99%

“…Indirect effects of school leadership on adapting instruction to student differences Two studies explicitly focused on the relationship of school leadership with differentiated instruction. Differentiated instruction is widely conceived as an effective instructional strategy based on the appreciation of individual differences between students (Thoonen et al, 2011). Ninkovi c et al (2022 showed that teacher collaboration is a mediator of the effect of transformational leadership on the implementation of differentiated teaching in the Serbian school context.…”

Section: Indirect Effects Of School Leadership On Instructional Quali...mentioning

confidence: 99%

See 1 more Smart Citation

School leadership and teaching practice: a systematic review of studies of the indirect effects

Ninković,

Knežević Florić

2024

JEA

Self Cite

View full text Add to dashboard Cite

PurposeSince teaching practice is the most important within-school determinant of student learning outcomes, a deepened understanding of how and why school leadership contributes to effective teaching is needed. This article aimed to systematically review the knowledge that has been accumulated about the indirect relations between school leadership and instructional practices.Design/methodology/approachThe Preferred Reporting Items for Systematic Reviews and Meta-Analyses guided the selection of relevant articles from the databases Scopus and Google Scholar. Twenty-six published works met the eligibility criteria and were included in the narrative synthesis and content analysis.FindingsThe most frequently measured mediators of the effects of school leadership on teaching practice were teacher collaboration, professional learning and teacher self-efficacy. Most studies simultaneously modeled multiple mediated pathways from school leadership to teaching practice. However, only a few analyzed studies used time lags when examining relationships between constructs.Originality/valueThis is the first study to systematically review knowledge on pathways through which school leadership is related to classroom instruction. Thus, this review provides a comprehensive understanding of processes through which school leadership achieves its effects on instructional practices.

show abstract

Section: Resultsmentioning

confidence: 99%

Section: Indirect Effects Of School Leadership On Instructional Quali...mentioning

confidence: 99%

School leadership and teaching practice: a systematic review of studies of the indirect effects

Ninković,

Knežević Florić

2024

JEA

Self Cite

View full text Add to dashboard Cite

show abstract

“…Principals can strive to foster an inclusive school culture and establish high role expectations to encourage teachers to internalise inclusive missions and enhance their efficacious beliefs in implementing inclusive teaching [ 81 ]. Principals may also involve themselves in creating facilitative structures and collaboration mechanisms that assist teachers in enhancing their awareness and self-confidence in fulfilling their role as inclusive instructors [ 82 ].…”

Section: Discussionmentioning

confidence: 99%

Enhancing Inclusive Teaching in China: Examining the Effects of Principal Transformational Leadership, Teachers’ Inclusive Role Identity, and Efficacy

Wang,

Huang,

Huang

et al. 2024

Behavioral Sciences

View full text Add to dashboard Cite

This research examined the effects of principal transformational leadership on teachers’ inclusive teaching behaviour, with a particular inquiry into the mediating effects of teachers’ inclusive role identity and efficacy for inclusive practice, as informed by identity theory and social cognitive theory. Structural equation modelling with bootstrapping estimation was conducted using data from 712 teachers delivering inclusive teaching in primary or secondary schools in China. The results revealed the sequentially mediating mechanisms of teachers’ inclusive role identity and efficacy underlying the principal transformational leadership effects on teachers’ inclusive teaching behaviour. Research implications are also discussed.

show abstract

“…These researchers also found that when leaders supported teachers, teachers were reportedly differentiating more in their school. In Serbia, Ninković et al (2022) investigated the effect of transformational leadership on teachers use of DI. They found that when transformational leadership-where leaders work with their teams to create changewas present, teachers participated more in cooperative activities, leading to more frequent DI use.…”

Section: School Leadership and Leadership For DI Implementationmentioning

confidence: 99%

Australian senior‐secondary teachers’ perceptions of leadership and policy for differentiated instruction

Porta,

Todd,

Gaunt

2024

British Educational Res J

View full text Add to dashboard Cite

Differentiated instruction (DI) is an educational praxis that is built on the premise that all students can be engaged in learning and achieve positive academic outcomes. Previous research in secondary schools has shown promise in the success of DI practices and outlines the importance of sustained professional development (PD) for teachers. There is, however, little research on DI within senior‐secondary classrooms in the Australian context. This research is part of a larger study which recruited 12 participants from three schools across two states in Australia, and aimed to investigate teachers’ perceptions of school leadership and support in implementing DI in their classrooms as well as awareness of relevant policies. Findings indicated that when teachers were aware of policies involving DI, they tended to describe policies relating to special education. This suggests that DI is viewed by these teachers as an approach for students with additional needs rather than seen as a whole class philosophy. Similarly, the results indicated that when teachers said that leadership supported them in using DI, this support was commonly reported as isolated professional development in supporting students with additional needs. Discrepancies around awareness of DI policies were also found between teachers at the same school, with those in leadership roles indicating that requirements to utilise DI were embedded in their general teaching and learning policy. Implications for future practice and policy are discussed.

show abstract

Transformational leadership and teachers’ use of differentiated instruction in Serbian schools: investigating the mediating effects of teacher collaboration and self-efficacy

Cited by 5 publications

References 59 publications

School leadership and teaching practice: a systematic review of studies of the indirect effects

School leadership and teaching practice: a systematic review of studies of the indirect effects

Enhancing Inclusive Teaching in China: Examining the Effects of Principal Transformational Leadership, Teachers’ Inclusive Role Identity, and Efficacy

Australian senior‐secondary teachers’ perceptions of leadership and policy for differentiated instruction

Contact Info

Product

Resources

About