Examining Factors Related to Teachers' Self-Efficacy in the United States, the United Kingdom, Finland, and Korea: Distributed Leadership

• In Event: 16.016 - Leading Teacher Efficacy: Principal Support, Teacher Needs, and Student Achievement

Abstract

The present study explores the relationship between distributed leadership and teachers’ self-efficacy. A comparative analysis of US, UK, Finland, and Korea was carried out. Using the data from TALIS 2013, we studied 8,788 teachers in 552 lower secondary schools in four countries. Hierarchical linear modeling was used in this study, whereby both teacher-level and school-level variables were considered to explain the relationship between distributed leadership and teachers’ self-efficacy. We have found the results consistent across the nations that there is a positive relationship between distributed leadership and self-efficacy in classroom management, instruction, and student engagement.

Authors

• Hannah Kim, Korean Educational Development Institute

• Ho Soo Kang, Gyeonggi Institute of Education

• Seungwon Song, Korea Educational Development Institute

• Ji Yeon Kim