A Theoretical and Empirical Analysis of the Roles of Instructional Leadership, Teacher Collaboration, and Collective Efficacy Beliefs in Support of Student Learning
A Theoretical and Empirical Analysis of the Roles of Instructional Leadership, Teacher Collaboration, and Collective Efficacy Beliefs in Support of Student Learning
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DOI：
10.1086/681925
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发表时间：
2015-08-01
影响因子：
2.5
通讯作者：
Miller, Robert
中科院分区：
文献类型：
--
作者：
Goddard, Roger;Goddard, Yvonne;Miller, Robert
校长的教学领导可以支持教师合作改善教学的程度，领导和教师合作可以通过加强集体效能信念来促进学校效能。我们发现领导对教师合作有显著的直接影响。此外，领导和合作预测集体效能信念。最后，学校之间的成绩差异直接预测集体效能信念和间接的教学领导和教师合作。这些研究结果表明，强有力的教学领导可以创建结构，以促进教师的工作方式，加强组织的信念体系，并在演唱会上，这些因素促进学生的学习。
Principals' instructional leadership may support the degree to which teachers work together to improve instruction, and together leadership and teacher collaboration may contribute to school effectiveness by strengthening collective efficacy beliefs. We found a significant direct effect of leadership on teacher collaboration. Further, leadership and collaboration predicted collective efficacy beliefs. Finally, achievement differences among schools were predicted directly by collective efficacy beliefs and indirectly by instructional leadership and teacher collaboration. These findings suggest that strong instructional leadership can create structures to facilitate teachers' work in ways that strengthen organizational belief systems, and, in concert, these factors foster student learning.