Poster #29 - Distributive and Principal Instructional Leadership: A Framework for Understanding Teacher Practice

• In Event: 25.087 - MTCC Poster Session Four
  In Poster Session: 25.087-5 - Division A Graduate Student Poster Session

Abstract

Using the TALIS (2013) survey, this study breaks apart instructional practice into two practice areas that comprise teacher-directed student practice and self-directed teacher practice. Using a Multilevel structural equation model (MSEM) a simple conceptual framework is developed to study the effects of principal distributive leadership and principal instructional leadership on teaching practice. Results indicate that the type of practice used by teachers in classrooms susceptible to different leadership channels. Distributive leadership not only support principal instructional leadership but also positively influences self-directed teacher practice. The study also indicates that principal instructional leadership is positively affected by both types of teacher practice.

Authors

• Bohdan M. Christian, Atlantic City Board of Education

• Jiangang Xia, University of Nebraska - Lincoln