Different levels of leadership for learning: investigating differences between teachers individually and collectively using multilevel factor analysis of the 2011-2012 Schools and Staffing Survey

This study investigated the differences between how individual teachers perceive leadership for learning and how teachers collectively perceive leadership for learning, using a large nationally generalizable data-set of 7070 schools from the National Center for Education Statistics 2011-2012 Schools...

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Bibliographic Details
Published in:International journal of leadership in education 2018-03, Vol.21 (2), p.197-225
Main Authors: Boyce, Jared, Bowers, Alex J.
Format: Article
Language:English
Subjects:
Attendance
Classroom Techniques
Collegiality
Comparative Analysis
Educational Environment
Elementary Secondary Education
Factor Analysis
National Surveys
Neighborhoods
Statistical Analysis
Teacher Attitudes
Teacher Leadership
Teacher Motivation
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Summary:This study investigated the differences between how individual teachers perceive leadership for learning and how teachers collectively perceive leadership for learning, using a large nationally generalizable data-set of 7070 schools from the National Center for Education Statistics 2011-2012 Schools and Staffing Survey. This study used cross-validation multilevel factor analysis to find that individual teachers view leadership for learning as consisting of six factors (school influence, classroom control, collegial climate, student attendance, neighbourhood context, teacher commitment) whereas teachers collectively (e.g. as a faculty) perceive three factors that are non-isomorphic with the individual-level factors (instructional leadership, management, social environment). These results imply that teachers collectively have a functional view of leadership, while individual teachers have views more aligned to specific areas of influence. This article provides the beginning of a theoretical framework for future multilevel educational leadership research into teacher leadership and leadership for learning.
ISSN:1360-3124
1464-5092
DOI:10.1080/13603124.2016.1139187