Effects of Leadership for Professional Learning on Teacher Affective Factors: Mediational Role of School Culture

• In Event: AERA Roundtable Session 10
  In Roundtable Session: Distributive Leadership Perspectives: Effects on School Culture and Development

Abstract

The current paper outlines the pathways through which LfPL of school leaders influences two important teacher affective factors: teacher engagement and teacher job satisfaction. It is based on an analysis of survey data collected data from 462 teachers in 28 Singapore primary schools. The results evidenced positive effects of LfPL on teacher engagement and job satisfaction. It was also found that LfPL was positively associated with both person-oriented and task-oriented school culture, but only person-oriented school culture was in turn positively associated with teacher engagement and job satisfaction. The paper suggests that improving teachers’ sense of intellectual fulfilment and organizational support through promoting their professional learning in a caring school culture would boost their engagement and job satisfaction.

Authors

• Dong Nguyen, University of Glasgow

• Luo Wenshu, Foshan University

• David Ng, Nanyang Technological University - National Institute of Education