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

Item

Title

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

Abstract/Description

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.

Author/creator

Goddard, Roger

Goddard, Yvonne

Sook Kim, Eun

Miller, Robert

Date

2015

In publication

American Journal of Education

Volume

121

Issue

4

Pages

501-530

Resource type

en Research/Scholarly Media

Resource status/form

en Published Text

Scholarship genre

en Empirical

Open access/full-text available

en No

Peer reviewed

en Yes

ISSN

0195-6744

DOI

10.1086/681925

URL

Official Publisher's Webpage (The University of Chicago Press)

Citation

Goddard, R., Goddard, Y., Sook Kim, E., & Miller, R. (2015). A Theoretical and Empirical Analysis of the Roles of Instructional Leadership, Teacher Collaboration, and Collective Efficacy Beliefs in Support of Student Learning. American Journal of Education, 121(4), 501–530. https://doi.org/10.1086/681925

Item sets

OB Citations: Teacher Collaboration in School Improvement

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