A Theoretical and Empirical Analysis of the Roles of Instructional Leadership, Teacher Collaboration, and Collective Efficacy Beliefs in Support of Student Learning

2015 ◽  
Vol 121 (4) ◽  
pp. 501-530 ◽  
Author(s):  
Roger Goddard ◽  
Yvonne Goddard ◽  
Eun Sook Kim ◽  
Robert Miller
Keyword(s):  
Instructional Leadership ◽  
Student Learning ◽  
Collective Efficacy ◽  
Empirical Analysis ◽  
Teacher Collaboration ◽  
Efficacy Beliefs

Instructional Leadership: An Essential Ingredient for Improving Student Learning

2004 ◽  
Vol 68 (3) ◽  
pp. 243-253 ◽  
Author(s):  
Charles E. Ruebling ◽  
Shirley B. Stow ◽  
Frances A. Kayona ◽  
Nancy A. Clarke
Keyword(s):  
Instructional Leadership ◽  
Student Learning ◽  
Essential Ingredient ◽  
Improving Student Learning

The Nexus of Autonomy and Instructional Leadership in Selected School Clusters in Zimbabwe

2021 ◽  
pp. 002205742110325
Author(s):  
Jeriphanos Makaye ◽  
Loyiso C. Jita ◽  
Kudakwashe Mapetere
Keyword(s):  
Instructional Leadership ◽  
Student Learning ◽  
Leadership Practices ◽  
And Control ◽  
School Heads ◽  
Improve Student Learning

This article examines the nexus of autonomy and instructional leadership in school clusters in Zimbabwe. Using the Better Schools Programme of Zimbabwe cluster, teachers and school heads were interviewed on their perspectives on how autonomy influences instructional leadership practices. Results established that clusters provide schools with the freedom to determine the activities deemed necessary to improve student learning. However, although autonomy is prescribed in the policy, inadequate resources provided to schools render them less autonomous and ineffective in this endeavor. The article argues for a more deliberate and deeper discourse about the challenges of balancing autonomy and control.

scholarly journals Reimagining Music Teacher Collaboration: The Culture of Professional Learning Communities as Professional Development Within Schools and Districts

2019 ◽  
Vol 33 (1) ◽  
pp. 15-23
Author(s):  
Sharyn L. Battersby
Keyword(s):  
Professional Development ◽  
Professional Learning Communities ◽  
Learning Communities ◽  
Student Learning ◽  
Professional Learning ◽  
Teacher Collaboration ◽  
Music Teachers ◽  
Music Educators ◽  
Music Teacher ◽  
Collaborative Community

Music educators are continually seeking new ways to better their practice and improve student learning. Professional learning communities are a type of collaborative community that when administered successfully provide a forum for music educators to become active participants in both their own learning and that of their students. While the notion of professional learning communities has been around since the 1990s, they have received renewed attention more recently due to the adaptation and implementation of Danielson’s popular Framework for Teaching, which has been implemented in many school districts across the country. Teachers facing the challenge of reshaping the culture of their music programs and seeing their initiative sustained will devise elements that will become embedded in that (school) culture. Supportive and shared leadership, shared values and vision, and collective learning are just some of the attributes that can contribute to student learning and the professional development of music teachers.

The relationship between principal leadership and teacher collaboration: Investigating the mediating effect of teachers’ collective efficacy

2020 ◽  
pp. 174114322094569
Author(s):  
André Meyer ◽  
Dirk Richter ◽  
Viola Hartung-Beck
Keyword(s):  
School Improvement ◽  
Collective Efficacy ◽  
Principal Leadership ◽  
Teacher Collaboration ◽  
Structural Equation ◽  
Mediating Effect ◽  
School Level ◽  
Equation Modeling ◽  
Support Teacher ◽  
The Relationship

Empirical research considers teacher collaboration to be an important predictor of outcome variables at the student, teacher, and school level. Principals are responsible for shaping teachers’ work environments, and in doing so, they can strengthen and support teacher collaboration. Drawing on social interdependence theory, we hypothesized that teachers’ collective efficacy has a mediating effect on the relationship between principal leadership and teacher collaboration. We collected data from 630 teachers in 29 primary and secondary schools in Germany and found, based on structural equation modeling, that principal leadership had a significant indirect effect on teacher collaboration, mediated by teachers’ collective efficacy. We discuss the implications of these results for supporting school improvement.

The impact of collective efficacy beliefs on effort and persistence in a group task

1999 ◽  
Vol 17 (2) ◽  
pp. 151-158 ◽  
Author(s):  
I.A. GREENLEES ◽  
J.K. GRAYDON ◽  
I.W. MAYNARD
Keyword(s):  
Collective Efficacy ◽  
Efficacy Beliefs ◽  
The Impact
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