How to Promote Teachers’ Differentiated Instructional Practices: The Role of Principal Instructional Leadership, Teacher Professional Learning, and Teacher Autonomy

• In Event: Friday Roundtable Session 11:25 am
  In Roundtable Session: Principal as Instructional Leader: Impact on Teachers' Job Performance, Instruction, Professional Learning, Autonomy, and Self-Efficacy (Table 37)

Abstract

This study tested a moderated mediation model that investigated the empirical link between principal instructional leadership and differentiated instruction, treating teacher professional learning as mediator and teacher autonomy as moderator. Employing a cross-sectional survey design and drawing data from a sizable sample of Turkish teachers, we applied multilevel structural equation modeling (MSEM) with Bayesian estimation to examine the structural associations between the variables under investigation. The preliminary findings corroborated our initial hypothesis, revealing a significant indirect empirical link between instructional leadership and teachers’ reports of the use of differentiated instruction, mediated by teacher professional learning. Currently, we are in the process of running further analyses to test our theoretical model thoroughly.

Authors

• Salih Cevik, Michigan State University

• Ali Cagatay Kilinc, Karabuk University

• Mahmut Polatcan, Karabuk University

• Nedim Ozdemir, Ege University

• Sally J. Zepeda, University of Georgia