A Measurement Model of Leadership for Learning Using the Teaching and Learning International Survey 2018: A Multilevel Factor Analysis Approach

• In Event: Perspectives on Leadership

Abstract

Leadership for learning (LFL) emerged as a framework that subsumes instructional leadership, transformational leadership, and shared leadership. Despite its potential to offer an integrated leadership framework beyond stylistic approaches, there exist few multilevel measurement models that can help identify key LFL practices. Principal and school contextual factors affecting the enactment of LFL practices also remains unaddressed. While employing multilevel factor analysis and the 2018 Teaching and Learning International Survey, this study built a LFL measurement model. Results confirmed five factors for individual teachers and principals, respectively, while indicating they did not agree in prioritizing specific leadership practices. Multiple-indicator multiple-cause model showed principal professional development and the length of years serving at current schools significantly predicted more frequent LFL practices.

Author

• Joonkil Ahn, University of North Dakota