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Exploring Teacher Efficacy Effects on Distributed Leadership and Teacher Professional and Instructional Practice: Evidence From the Teaching and Learning International Survey 2018 U.S. Data
Thu, April 8, 2:00 to 3:00pm EDT (2:00 to 3:00pm EDT), Division A, Division A - Section 1 Roundtable SessionsAbstract
This project explores the relationships between teacher self-efficacy, distributed leadership, teacher professional practices, and teachers’ classroom practices using the Teacher and Learning International Survey (TALIS) 2018 US data. The preliminary results from a multilevel path model (MSEM) indicated that teacher self-efficacy has both direct and indirect effects on teacher perceptions of leadership, and professional and classroom practices. Teacher self-efficacy and distributed leadership have indirect effects on teacher’s classroom practices that were mediated by the teacher’s professional practices. Study results provide evidence of how teacher self-efficacy demonstrates different multilevel effects within a school structure.
Keywords: teacher self-efficacy, distributed leadership, teachers' professional practices, teachers' classroom practices