scholarly journals Teacher Self-Efficacy and Individual Academic Optimism as Predictors of Teacher Professional Learning: A Structural Equation Modeling

2020 ◽  
Author(s):  
Ali Çağatay Kılınç ◽  
Mahmut Polatcan ◽  
Taner Atmaca ◽  
Murat Koşar
Keyword(s):  
Structural Equation Modeling ◽  
Professional Learning ◽  
Self Efficacy ◽  
Structural Equation ◽  
Academic Optimism ◽  
Equation Modeling ◽  
Teacher Professional Learning ◽  
Teacher Professional ◽  
Teacher Self Efficacy

Exploring the relationship between school leadership and teacher professional learning through structural equation modeling

2020 ◽  
Vol 34 (8) ◽  
pp. 1237-1251
Author(s):  
Jarrent Tayag ◽  
Nunilon Ayuyao
Keyword(s):  
Structural Equation Modeling ◽  
Professional Learning ◽  
Structural Equation ◽  
Teacher Agency ◽  
Equation Modeling ◽  
Teacher Professional Learning ◽  
Content Type ◽  
Teacher Professional ◽  
Teacher Trust ◽  
The Relationship

PurposeThis study aims to investigate the relationship between leadership and teacher professional learning considering two mediating variables – teacher trust and teacher agency.Design/methodology/approachThe study utilized structural equation modeling in analyzing the responses from 1,654 secondary public teachers from 43 schools in the Philippines.FindingsLeadership does not have a direct relationship with teacher professional learning. The established relationship of leadership and professional learning from literature exists through the mediation of teacher trust and teacher agency.Originality/valueThe results point out that school leaders must affect teacher trust and teacher agency to influence the engagement of teachers to professional learning. Contrary to what has been accepted in educational management that leaders can directly impact teachers, the findings of this study dictate that the full effects of leadership are coursed through mediating pathways.

scholarly journals Modeling the Influence of Principal’s Leadership on Teachers’ Professional Learning in Governmental Schools in the Sultanate of Oman

2021 ◽  
Vol 45 (3) ◽  
pp. `131-157
Keyword(s):  
Structural Equation Modeling ◽  
Professional Learning ◽  
Structural Equation ◽  
Equation Modeling ◽  
Teacher Professional Learning ◽  
Sultanate Of Oman ◽  
Learning Program ◽  
Learning Centered ◽  
Teacher Professional ◽  
High Level

The study aimed to identify the degree of principals' learning-centered leadership (PLCL) and teachers' professional learning (TPL) in governmental schools in Oman, then to modeling the effects of (PLCL) on (TPL) in governmental schools in Oman, through identify the level of this influence and compare the effects of the different dimensions of (PLCL) on (TPL). The study employed the quantitative approach using the structural equation modeling to analyze the data collected from a convenient sample of teachers (n=574) from government schools in the Sultanate of Oman. The study found that the practices of (PLCL) were at the high level for all its dimensions; while the "modeling" dimension came as the most practiced dimension, the "managing of learning program" dimension was the least. For the teacher’s professional learning also showed at high level for all dimensions (reflection, experimentation, collaboration and reach out to the knowledge base); while the experimentation dimension was the highest, reach out to the knowledge base was the least one. On the other hand, the study found a positive influence of the principal leadership on teacher professional learning; The source of that influence was from the two dimensions: “managing the learning program” and “building a learning vision”. The study presents a set of recommendations, such as recommending the implementation of structured programs to develop the skills of the school principal in support of teachers’ professional learning. Keywords: Learning-centered leadership, teacher professional learning, structural equation modeling, The Sultanate of Oman

Principal Instructional Leadership, Teacher Self-Efficacy, and Teacher Professional Learning in China: Testing a Mediated-Effects Model

2018 ◽  
Vol 54 (4) ◽  
pp. 501-528 ◽  
Author(s):  
Shengnan Liu ◽  
Philip Hallinger
Keyword(s):  
Instructional Leadership ◽  
Teacher Learning ◽  
Professional Learning ◽  
Time Management ◽  
Self Efficacy ◽  
Teacher Professional Learning ◽  
Mediated Effects ◽  
Principal Instructional Leadership ◽  
Teacher Professional ◽  
Teacher Self Efficacy

Background: Empirical evidence increasingly suggests that leadership which motivates, supports, and sustains the professional learning of teachers has a knock-on effect for both student learning and school improvement. The current study was conducted in China, where the workplace learning of teachers is embedded in a strong tradition of school-based, teacher learning practices such as the Master Teacher–Apprentice Bond and Teacher Research Groups. Purpose: The study investigated a mediated-effects model of principal instructional leadership and teacher learning. The model proposed principal time management skills and self-efficacy as antecedents of instructional leadership and teacher self-efficacy as a mediator of principal instructional leadership effects on the professional learning of teachers. Method: Survey data were collected from 3,414 teachers and 186 principals in 186 middle schools in Qingdao, China. Confirmatory factor analysis, structural equation modeling, and bootstrapping were used to analyze the multisource data. Results: The research confirmed a partial mediation model whereby principal instructional leadership evidenced moderate direct and indirect effects on teacher professional learning. Principal time management and self-efficacy exercised small effects on principal instructional leadership. Implications: The research adds to a growing body of research that affirms a positive relationship between principal leadership and teacher professional learning and emphasizes the importance of self-efficacy in shaping educator practice. The authors suggest the timeliness for scholars to undertake systematic reviews of this literature on leadership and teacher professional learning, and offer recommendations for school leadership practice.

Relationship between teacher capacity of professional learning and teacher self-efficacy: Evidence from structural equation modelling

2018 ◽  
Vol 5 (1) ◽  
pp. 141-147
Author(s):  
Liang Huang ◽  
Nicholas Sun-Keung Pang
Keyword(s):  
Professional Learning ◽  
Structural Equation Modelling ◽  
Self Efficacy ◽  
Structural Equation ◽  
Teacher Engagement ◽  
Teacher Capacity ◽  
Equation Modelling ◽  
Teacher Professional ◽  
Teacher Self Efficacy ◽  
The Relationship

When equipped with strong professional learning capacity, teachers are capable of enhancing their efficacy in teaching. However, existing research has seldom revealed how teacher capacity of professional learning influences teacher self-efficacy. This study aims to explore the relationship between teacher capacity of professional learning (TCPL) and teacher self-efficacy (TSE). A convenience sampling methods was used in this study to collect data. Structural equation modelling was employed to analyse and validate the relationship between TCPL and TSE. Results show that teacher professional consciousness positively predicted teacher engagement in experimentation. Teacher professional consciousness positively predicted teacher professional reflection. Teacher engagement in experimentation positively predicted teacher professional reflection. Teacher professional reflection positively influenced TSE. Teacher professional consciousness indirectly predicted TSE through professional reflection. Teacher engagement in experimentation indirectly predicts teacher self-efficacy through professional reflection. Keywords: Teacher capacity, professional learning, professional consciousness, professional reflection, engagement in experimentation, self-efficacy.

The Irritation Scale as an Instrument to Measure Stress among University Students

2013 ◽  
Vol 16 ◽  
Author(s):  
Enrique Merino-Tejedor ◽  
Joan Boada-Grau ◽  
José C. Sánchez-García ◽  
Pedro Miguel Hontangas-Beltrán
Keyword(s):  
Structural Equation Modeling ◽  
University Students ◽  
Self Efficacy ◽  
Structural Equation ◽  
Self Regulation ◽  
Equation Modeling ◽  
International Studies ◽  
Two Factors ◽  
Workplace Setting ◽  
General Self Efficacy

AbstractThe objective of this study was to verify the factor validity and structure of the “Irritation Scale” in a sample of 578 Spanish university students. At the same time, the study aimed to verify the criterion-related validity of the scale, analyzing the results obtained through correlation with other variables, such as general self-efficacy, self-regulation, depression, and certain personality dimensions. The results obtained through the Exploratory Structural Equation Modeling approach (ESEM) using Mplus confirmed the presence of two factors in the Irritation Scale, as observed in other international studies within a workplace setting. The significant correlations obtained between the Irritation Scale and the variables considered in the study confirmed the construct validity and verified that irritation is significantly and positively associated with depression and academic burnout, and is negatively associated with general self-efficacy and self-regulation.

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