Linking distributed leadership with collective teacher innovativeness: The mediating roles of job satisfaction and professional collaboration

BÜYÜKGÖZE H., Caliskan O., Gumus S.

EDUCATIONAL MANAGEMENT ADMINISTRATION & LEADERSHIP, 2022 (SSCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Basım Tarihi: 2022
  • Doi Numarası: 10.1177/17411432221130879
  • Dergi Adı: EDUCATIONAL MANAGEMENT ADMINISTRATION & LEADERSHIP
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, Business Source Elite, Business Source Premier, EBSCO Education Source, Educational research abstracts (ERA), ERIC (Education Resources Information Center)
  • Anahtar Kelimeler: Collective teacher innovativeness, distributed leadership, job satisfaction, professional collaboration, Teaching and Learning International Survey (TALIS), STRUCTURAL EQUATION MODELS, ORGANIZATIONAL COMMITMENT, STUDENT-ACHIEVEMENT, SCHOOL IMPROVEMENT, MEASUREMENT ERROR, SELF-EFFICACY, FIT INDEXES, BEHAVIOR, INFORMATION, TECHNOLOGY
  • Yozgat Bozok Üniversitesi Adresli: Evet

Özet

Collective teacher innovativeness has emerged as a recent topic of interest in both international policy documents and scholarly research. However, only a few studies have focused on the factors that enable collective teacher innovativeness, particularly in terms of revealing whether and to what extent school leadership might influence this construct. Existing literature suggests that distributed leadership can influence teachers' instructional practices, emotions, and daily activities, all of which could be important to teacher innovativeness. The present study, therefore, aimed to explore the effect of distributed leadership in fostering collective teacher innovativeness, as well as the mediating roles played by job satisfaction and professional collaboration, by using the Teaching and Learning International Survey 2018 dataset. The findings of the partial mediation structural equation model analysis revealed that distributed leadership has both direct and indirect effects on collective teacher innovativeness, as mediated by job satisfaction and professional collaboration. The results provide evidence of how principal leadership practices impact teachers' changes in behaviors through professional attitudes and practices.