Assessing International Teacher and Principal Perceptions of Instructional Leadership: A Multilevel Factor Analysis of TALIS 2008

While research to date on school leadership has identified instructional leadership as an effective means to improve academic achievement, little is known about how teachers and principals view instructional leadership both individually and collectively. We analyzed the OECD Teaching and Learning In...

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Bibliographic Details
Published in:Leadership and policy in schools 2019-07, Vol.18 (3), p.249-269
Main Authors: Urick, Angela, Bowers, Alex J.
Format: Article
Language:English
Subjects:
Administrator Attitudes
Administrator Surveys
Educational leadership
Factor Structure
Foreign Countries
Instructional Leadership
International Assessment
International education
Learning
Perceptions
Principals
School principals
Teacher Attitudes
Teacher Surveys
Teaching
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Summary:While research to date on school leadership has identified instructional leadership as an effective means to improve academic achievement, little is known about how teachers and principals view instructional leadership both individually and collectively. We analyzed the OECD Teaching and Learning International Survey (TALIS) of 2008 of 59,152 teachers in 3,788 schools across 20 countries using multilevel factor analysis. Our findings suggest that while principals perceive instructional leadership in schools to be multiple factors of setting goals, professional development, and supervision of instruction, teachers perceive it to be a single dimension, which has a weak relationship to principal perception.
ISSN:1570-0763
1744-5043
DOI:10.1080/15700763.2017.1384499