The effects of distributed leadership on teacher professional learning: mediating roles of teacher trust in principal and teacher motivation

The current study investigates a mediated-effects model of distributed leadership and teacher professional learning. The model proposes that teacher trust in school principal and teacher work motivation act as mediators of distributed leadership effects on teacher professional learning. The study is...

Full description

Saved in:
Bibliographic Details
Published in:Educational studies 2022-09, Vol.48 (5), p.602-624
Main Authors: Bektaş, Fatih, Kılınç, Ali Çağatay, Gümüş, Sedat
Format: Article
Language:English
Subjects:
Administrator Surveys
Distributed leadership
Educational leadership
Elementary School Teachers
Elementary schools
Faculty Development
Foreign Countries
Indirect effects
Leadership
Learning
Motivation
Principals
Professional development
Public Schools
School principals
Teacher Administrator Relationship
Teacher education
Teacher Motivation
teacher professional learning
Teacher Surveys
teacher work motivation
Teachers
trust
Trust (Psychology)
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:The current study investigates a mediated-effects model of distributed leadership and teacher professional learning. The model proposes that teacher trust in school principal and teacher work motivation act as mediators of distributed leadership effects on teacher professional learning. The study is based on survey data collected from 327 teachers employed in public primary schools in Turkey. The results show that distributed leadership has positive indirect effects on teacher professional learning. Both teacher trust in school principal and teacher work motivation mediate the effects of distributed leadership on teacher professional learning. This study contributes to a growing body of research evidencing a positive link between distributed leadership and teacher professional learning.
ISSN:0305-5698
1465-3400
DOI:10.1080/03055698.2020.1793301