School Leadership Processes, Teacher Collegiality, and Student Behavior Problems: A Multilevel Structural Equation Model Approach

• In Event: Principal Leadership for Student Growth

Abstract

The associations between student behavior problems and influencing factors have been immensely investigated, but little is known of the effects of various school leadership processes on student behavior problems. This proposed study aims to explore the direct and indirect effects of school leadership processes on student behavior problems. We hypothesize that the indirect effects are mediated through teacher variables. The initial findings indicate that two school leadership processes—working condition and teacher professional development have both direct and indirect effect on student behavior problems, while school administrative support only has indirect effect on student behavior problems. All the three significant indirect effects are mediated through teacher collegiality. Implications for educational policy and school administrators are included.

Authors

• Jiangang Xia, University of Nebraska - Lincoln

• Minerva Dotollo Tuliao, University of Nebraska - Lincoln