The Relationship Between Distributed Leadership, Enabling School Structure, Teacher Collaboration, Academic Optimism, and Student Achievement

• In Event: 44.028 - Understanding Leader Effects: Preparation, Experience, and Retention

Abstract

The aim of this study was to test a model of school effectiveness accounting on the relationship between student achievement and a set of variables including distributed leadership, teacher collaboration, enabling school structure and academic optimism. The participants consisted of 23053 students and 426 teachers from randomly selected 40 public schools in Turkey. The HLM results revealed that two dimensions of academic optimism; namely, collective efficacy and trust in clients, had positive predictive relationship with differences in student achievement across schools. Also, bureaucratic structure of schools was found to be significantly related to student achievement differences between schools. Results revealed that the proposed HLM model explained 60.5% of the variation in student achievement across schools.

Authors

• Yusuf Ikbal Oldac, Middle East Technical University

• Yasar Kondakci, Middle East Technical University