How Teacher and Principal Perceptions Influence Instructional Leadership Internationally: A Multilevel Factor Analysis of the Teaching and Learning International Survey (TALIS) 2008

• In Event: Leadership in a Global Context (Part 1)

Abstract

While research to date on school leadership has identified instructional leadership as an effective means to improve academic achievement, little is known about how both teacher and principal perceptions influence the school-wide phenomenon of instructional leadership. Studies of teacher perceptions have identified three factors at the teacher level, including principal mission setting, management of the school, and the leadership of the learning environment. However, few studies have taken the nested nature of teachers within schools into account to identify specific school-level. We analyzed the international TALIS 2008 survey of 69,963 teachers across 4,127 schools in 20 countries using multilevel factor analysis. We find multiple school-level factors that to date have not been empirically defined in the literature.

Authors

• Angela Urick, The University of Oklahoma

• Alex J. Bowers, Teachers College, Columbia University