Distributed leadership, professional collaboration, and teachers’ job satisfaction in U.S. schools

This study uses hierarchical linear modeling (HLM) to investigate relationships among distributed leadership, professional collaboration, and teachers' job satisfaction in U.S. schools. Data are from the Organization for Economic Cooperation and Development (OECD) 2013 Teaching and Learning Int...

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Bibliographic Details
Published in:Teaching and teacher education 2019-03, Vol.79, p.111-123
Main Author: García Torres, Darlene
Format: Article
Language:English
Subjects:
Distributed leadership
Professional collaboration
School leadership
Teacher job satisfaction
Teacher retention
Teacher turnover
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Summary:This study uses hierarchical linear modeling (HLM) to investigate relationships among distributed leadership, professional collaboration, and teachers' job satisfaction in U.S. schools. Data are from the Organization for Economic Cooperation and Development (OECD) 2013 Teaching and Learning International Survey (TALIS). Results revealed teachers’ perceptions of distributed leadership were significantly, positively associated with their job satisfaction after accounting for other individual and school culture variables, with reciprocal mediation between distributed leadership and professional collaboration. This study has policy implications for leadership in disadvantaged schools in addition to research implications, particularly regarding how leadership is reflected in the responses of different school stakeholders. •Distributed leadership was positively related to teachers' job satisfaction.•Reciprocal mediation existed for distributed leadership and professional collaboration.•School delinquency and violence and work satisfaction were negatively related.•Different measures of distributed leadership produced distinct results.•School SES was not a significant predictor of teachers' job satisfaction.
ISSN:0742-051X
1879-2480
DOI:10.1016/j.tate.2018.12.001