Multilevel Analysis of Teachers’ Work Attitudes: Role of Principal Leadership and Teacher Collaboration

• In Event: School Improvement and Teacher Effectiveness

Abstract

The purpose of the current study was to investigate whether the principal leadership practices and teacher professional collaborative efforts influence teachers' work attitudes (i.e., self-efficacy and job satisfaction). By applying a causal comparative design and a multilevel methodology, the current study used OECD's TALIS dataset to examine the relationship among study variables. The multilevel data included 191 schools/principals and 3,637 teachers. The findings of the study demonstrated that some select aspects of principal leadership and teacher collaboration practices significantly predicted teachers' self-efficacy and job satisfaction at teacher and school levels. The areas of importance identified by this study may help policymakers and practitioners in their efforts for school improvement and effectiveness.

Authors

• Ibrahim Duyar, University of Arkansas at Little Rock

• Carolyn Pearson, University of Arkansas at Little Rock

• Bronwyn MacFarlane, University of Arkansas at Little Rock

• Nancy Lee Ras, Walden University

• Turker Kurt, University of Wisconsin-Madison