Teachers' Perceptions of Leadership and Professional Interaction: Influences on Teacher Classroom Practice

• In Event: Sheraton Roundtable Session One
  In Roundtable Session: Perspectives of Teachers of Leadership and Classroom Supports (Table 2)

Abstract

This paper examines the direct and indirect influences of distributed and principal instructional leadership on teaching classroom practice, along with possible mediating effects of teacher collaboration. Using a Multilevel Structural Equation Model (MSEM) and developing a configural construct for distributed leadership, instructional leadership teachers' professional practices, and teachers' classroom practices from the Teacher and Learning International Survey (TALIS) 2013 US data, a causal connection between construct was established. Results show that school leadership and professional practices are operationalized differently by level and affect teacher classroom practice differently.

Author

• Bohdan M. Christian, VITAL
  Presenting Author