Using Teacher Influence to Predict Principal Influence: A Multilevel Structural Equation Model Approach

• In Event: Park Central Roundtable Session 15
  In Roundtable Session: Principal and Teacher Influence in Leadership

Abstract

Is principal-teacher’s power relationship a win-win situation or a zero-sum game? Previous work examined the first half of the question—using principal influence to predict teacher influence, while due to the methodological challenge, the second half of the question—using teacher influence to predict principal influence—is unsolvable. Applying the emerging multilevel structural equation modeling (MSEM) approach, this study addressed the limitation by placing teacher influence as predictor and principal influence as outcome in the equation. Our initial analysis found that in schools where teachers had higher average influence, principals tend to have higher influence as well. Implications for leadership theory, policy, and school practice are included.

Authors

• Jiangang Xia, University of Nebraska - Lincoln

• Jianping Shen, Western Michigan University

• Jingping Sun, The University of Alabama