Exploring the association between distributed leadership and student achievement: the mediation role of teacher professional practices and teacher self-efficacy

References

• Ainley, J., & Carstens, R. (2018). Teaching and learning international survey (TALIS) 2018 conceptual framework. OECD Education Working Paper No. 187. https://doi.org/10.1787/799337c2-en.
   Google Scholar
• Amels, J., Krüger, M. L., Suhre, C. J. M., & van Veen, K. (2020). The effects of distributed leadership and inquiry-based work on primary teachers’ capacity to change: Testing a model. School Effectiveness and School Improvement, 31(3), 468–485. https://doi.org/10.1080/09243453.2020.1746363
   Web of Science ®Google Scholar
• Ashton, P. T., & Webb, R. B. (1986). Making a difference: Teachers’ sense of efficacy and student achievement. Longman.
   Google Scholar
• Aslanargun, E., & Tarku, E. (2014). Teachers’ expectations about supervision and guidance roles of supervisors. Educational Administration: Theory and Practice, 20(3), 281–306. https://doi.org/10.14527/kuey.2014.012
   Google Scholar
• Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215. https://doi.org/10.1037/0033-295X.84.2.191
   PubMed Web of Science ®Google Scholar
• Bektaş, F., Kılınç, A. Ç., & Gümüş, S. (2022). The effects of distributed leadership on teacher professional learning: Mediating roles of teacher trust in principal and teacher motivation. Educational Studies, 48(5), 602–624. https://doi.org/10.1080/03055698.2020.1793301
   Web of Science ®Google Scholar
• Bellibaş, M. Ş., Gümüş, S., & Liu, Y. (2020). Does school leadership matter for teachers’ classroom practice? The influence of instructional leadership and distributed leadership on instructional quality. School Effectiveness and School Improvement, 32(3), 387–412. https://doi.org/10.1080/09243453.2020.1858119
   Web of Science ®Google Scholar
• Chang, I. H. (2011). “A study of the relationships between distributed leadership, teacher academic optimism and student achievement in Taiwanese elementary schools. School Leadership & Management, 31(5), 491–515. https://doi.org/10.1080/13632434.2011.614945
   Google Scholar
• Chong, W. H., & Kong, C. A. (2012). Teacher collaborative learning and teacher self-efficacy: The case of lesson study. The Journal of Experimental Education, 80(3), 263–283. https://doi.org/10.1080/00220973.2011.596854
   Web of Science ®Google Scholar
• Duyar, I., Gumus, S., & Bellibaş, M. S. (2013). Multilevel analysis of teacher work attitudes. International Journal of Educational Management, 27(7), 700–719. https://doi.org/10.1108/ijem-09-2012-0107
   Google Scholar
• Fleiss, J. L. (1986). Reliability of measurement. In J. L. Fleiss (Ed.), The design and analysis of clinical experiments (pp. 1–12). Wiley.
   Google Scholar
• Gil-Izquierdo, M., & Cordero, J. M. (2017). Guidelines for data fusion with international large scale assessments: Insights from the TALIS-PISA link. Retrieved from https://mpra.ub.uni-muenchen.de/79781/1/MPRA_paper_79781.pdf
   Google Scholar
• Goddard, Y., Goddard, R., Bailes, L. P., & Nichols, R. (2019). From school leadership to differentiated instruction: A pathway to student learning in schools. The Elementary School Journal, 120(2), 197–219. https://doi.org/10.1086/705827
   Web of Science ®Google Scholar
• Goddard, Y., Goddard, R., & Tschannen-Moran, M. (2007). A theoretical and empirical investigation of teacher collaboration for school improvement and student achievement in public elementary schools. Teachers College Record, 109(4), 877–896. https://doi.org/10.1177/016146810710900401
   Web of Science ®Google Scholar
• Gronn, P. (2000). Distributed properties: A new architecture for leadership. Educational Management Administration & Leadership, 28(3), 317–338. https://doi.org/10.1177/0263211X000283006
   Google Scholar
• Gumuş, S., Bellibas, M. S., Esen, M., & Gumus, E. (2018). A systematic review of studies on leadership models in educational research from 1980 to 2014. Educational Management Administration & Leadership, 46(1), 25–48. https://doi.org/10.1177/1741143216659296
   Web of Science ®Google Scholar
• Hair, J., Black, W. C., Babin, B. J., & Anderson, R. E. (2010). Multivariate data analysis (7th ed.). Prentice-Hall Publication.
   Google Scholar
• Hallinger, P. (2011). Leadership for learning: Lessons from 40 years of empirical research. Journal of Educational Administration, 49(2), 125–142. https://doi.org/10.1108/09578231111116699
   Google Scholar
• Hallinger, P., Bickman, L., & Davis, K. (1996). School context, principal leadership, and student reading achievement. The Elementary School Journal, 96(5), 527–549. https://doi.org/10.1086/461843
   Web of Science ®Google Scholar
• Harris, A. (2003). Teacher leadership as distributed leadership: Heresy, fantasy or possibility? School Leadership & Management, 23(3), 313–324. https://doi.org/10.1080/1363243032000112801
   Google Scholar
• Harris, A. (2005). Teacher leadership: More than just a feel-good factor? Leadership and Policy in Schools, 4(3), 201–219. https://doi.org/10.1080/15700760500244777
   Google Scholar
• Harris, A. (2008). Distributed leadership: According to the evidence. Journal of Educational Administration, 46(2), 172–188. https://doi.org/10.1108/09578230810863253
   Google Scholar
• Harris, A. (2009). Distributed leadership: What we know. In distributed leadership. In A. Harris (Ed.), Different perspectives (pp. 11–21). Springer.
   Google Scholar
• Harris, A., & Muijs, D. (2005). Improving schools through teacher leadership. Open University Press.
   Google Scholar
• Harris, A., & Spillane, J. (2013). Distributed leadership through the looking glass. Management in Education, 22(1), 31–34. https://doi.org/10.1177/0892020607085623
   Google Scholar
• Hattie, J. (2009). “visible learning: A synthesis of over 800 meta-analyses relating to achievement.”. Routledge.
   Google Scholar
• Heck, R. H., & Hallinger, P. (2009). Assessing the contribution of distributed leadership to school improvement and growth in math achievement. American Educational Research Journal, 46(3), 659–689. https://doi.org/10.3102/0002831209340042
   Web of Science ®Google Scholar
• Heck, R. H., & Hallinger, P. (2010). Testing a longitudinal model of distributed leadership effects on school improvement. The Leadership Quarterly, 21(5), 867–885. https://doi.org/10.1016/j.leaqua.2010.07.013
   Web of Science ®Google Scholar
• Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1–55. https://doi.org/10.1080/10705519909540118
   Web of Science ®Google Scholar
• Hulpia, H., & Devos, G. (2009). Exploring the link between distributed leadership and job satisfaction of school leaders. Educational Studies, 35(2), 153–171. https://doi.org/10.1080/03055690802648739
   Web of Science ®Google Scholar
• Hulpia, H., Devos, G., & Rosseel, Y. (2009). The relationship between the perception of distributed leadership in secondary schools and teachers’ and teacher leaders’ job satisfaction and organizational commitment. School Effectiveness and School Improvement, 20(3), 291–317. https://doi.org/10.1080/09243450902909840
   Web of Science ®Google Scholar
• Hulpia, H., Devos, G., Rosseel, Y., & Vlerick, P. (2012). Dimensions of distributed leadership and the impact on teachers’ organizational commitment: A study in secondary education. Journal of Applied Social Psychology, 42(7), 1745–1784. https://doi.org/10.1111/j.1559-1816.2012.00917.x
   Web of Science ®Google Scholar
• Kılınç, A. Ç., Er, E., & Beycioğlu, K. (2021). Mapping the terrain of training and appointment of educational leaders in the turkish context: An historical perspective. In E. A. Samier, E. Elkaleh, & W. Hammad (Eds.), Internationalisation of educational administration and leadership curriculum (pp. 139–157). Emerald Publishing Limited.
   Google Scholar
• Kline, R. B. (2015). Principles and practice of structural equation modeling (4th ed. ed.). Guilford Publications.
   Google Scholar
• Leithwood, K., Harris, A., & Hopkins, D. (2020). Seven strong claims about successful school leadership revisited. School Leadership & Management, 40(1), 5–22. https://doi.org/10.1080/13632434.2019.1596077
   Web of Science ®Google Scholar
• Leithwood, K., Seashore-Louis, K., Anderson, S., & Wahlstrom, K. (2004). How leadership influences student learning: A review of research for the learning from leadership project. Wallace Foundation.
   Google Scholar
• Leithwood, K., Sun, J., & Schumacker, R. (2020). How school leadership influences student learning: A test of “the four paths model. Educational Administration Quarterly, 56(4), 570–599. https://doi.org/10.1177/0013161X19878772
   Web of Science ®Google Scholar
• Liu, Y. (2020). Focusing on the practice of distributed leadership: The international evidence from the 2013 TALIS. Educational Administration Quarterly, 56(5), 1–40. https://doi.org/10.1177/0013161X20907128
   Web of Science ®Google Scholar
• Liu, Y., Bellibaş, M. S., & Gümüş, S. (2020). “The effect of instructional leadership and distributed leadership on teacher self-efficacy and job satisfaction: Mediating roles of supportive school culture and teacher collaboration. Educational Management, Administration & Leadership, 49(3), 430–453. https://doi.org/10.1177/1741143220910438
   Web of Science ®Google Scholar
• Liu, Y., Bellibaş, M. S., & Printy, S. (2018). How school context and educator characteristics predict distributed leadership: a hierarchical structural equation model with 2013 TALIS data. Educational Management Administration & Leadership, 46(3), 401–423. https://doi.org/10.1177/1741143216665839
   Web of Science ®Google Scholar
• Liu, S., & Hallinger, P. (2018). Principal instructional leadership, teacher self-efficacy, and teacher professional learning in China: Testing a mediated-effects model. Educational Administration Quarterly, 54(4), 501–528. https://doi.org/10.1177/0013161X18769048
   Web of Science ®Google Scholar
• Liu, Y., & Printy, S. M. (2017). Distributed leadership and educator attitudes. In T. S. Ransaw & R. Majorsi (Eds.), Emerging issues and trends in education (pp. 143–180). Michigan State University Press.
   Google Scholar
• Liu, Y., & Werblow, J. (2019). The operation of distributed leadership and the relationship with organizational commitment and job satisfaction of principals and teachers: A multi-level model and meta-analysis using the 2013 TALIS data. International Journal of Educational Research, 96, 41–55. https://doi.org/10.1016/j.ijer.2019.05.005
   Web of Science ®Google Scholar
• Marcoulides, K. M., & Raykov, T. (2018). Evaluation of variance inflation factors in regression models using latent variable modeling methods. Educational and Psychological Measurement, 79(5), 874–882. https://doi.org/10.1177/0013164418817803
   PubMed Web of Science ®Google Scholar
• Mascall, B., Leithwood, K. A., Straus, T., & Sacks, R. (2008). The relationship between distributed leadership and teachers’ academic optimism. Journal of Educational Administration, 46(2), 214–228. https://doi.org/10.1108/09578230810863271
   Google Scholar
• Ministry of Education [MoNE]. (2017). “Teacher strategy paper.” Retrieved from http://oygm.meb.gov.tr/meb_iys_dosyalar/2018_05/25170118_Teacher_Strategy_Paper_2017-2023.pdf.
   Google Scholar
• Ministry of Education [MoNE]. (2018). “Turkey’s 2023 education vision.” Retrieved from http://2023vizyonu.meb.gov.tr/doc/2023_EGITIM_VIZYONU.pdf
   Google Scholar
• Moolenaar, N. M., Sleegers, P. J., & Daly, A. J. (2012). Teaming up: Linking collaboration networks, collective efficacy, and student achievement. Teaching & Teacher Education, 28(2), 251–262. https://doi.org/10.1016/j.tate.2011.10.001
   Web of Science ®Google Scholar
• Muthén, L. K., & Muthén, B. O. (1998–2017). Mplus user’s guide (Eighth edition ed.). Muthén and Muthén.
   Google Scholar
• OECD. (2019a). Turkey-Country Note-PISA 2018 Results. Retrieved from https://www.oecd.org/pisa/publications/PISA2018_CN_TUR.pdf
   Google Scholar
• OECD. (2019b). TALIS 2018 technical report. OECD Publishing. Retrieved from https://www.oecd.org/education/talis/TALIS_2018_Technical_Report.pdf
   Google Scholar
• Oldac, Y. I., & Kondakci, Y. (2020). Multilevel analysis of the relationship between school-level variables and student achievement. Educational Management Administration & Leadership, 48(4), 762–780. https://doi.org/10.1177/1741143219827303
   Web of Science ®Google Scholar
• Perry, L. B., & McConney, A. (2010). Does the SES of the school matter? An examination of socioeconomic status and student achievement using PISA 2003. Teachers College Record, 112(4), 1137–1162. https://doi.org/10.1177/016146811011200401
   Web of Science ®Google Scholar
• Preacher, K. J., & Hayes, A. F. (2008). Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models. Behavior Research Methods, 40(3), 879–891. https://doi.org/10.3758/brm.40.3.879
   PubMed Web of Science ®Google Scholar
• Preacher, K. J., Zyphur, M. J., & Zhang, Z. (2010). A general multilevel sem framework for assessing multilevel mediation. Psychological Methods, 15(3), 209–233. https://doi.org/10.1037/a0020141
   PubMed Web of Science ®Google Scholar
• Printy, S., & Liu, Y. (2020). Distributed leadership globally: The interactive nature of principal and teacher leadership in 32 Countries. Educational Administration Quarterly, 57(2), 1–36. https://doi.org/10.1177/0013161X20926548
   Web of Science ®Google Scholar
• Recepoğlu, E., & Kılınç, A. Ç. (2014). Raising and selecting school administrators in Turkey, present problems and solutions. Turkish Studies, 9(2), 1817–1845.
   Google Scholar
• Ross, J. A. (1998). The antecedents and consequences of teacher efficacy. In J. Brophy (Ed.), Research on Teaching (pp. 49–74). JAI Press.
   Google Scholar
• Ross, J. A., & Gray, P. (2006). Transformational leadership and teacher commitment to organizational values: The mediating effects of collective teacher efficacy. School Effectiveness and School Improvement, 17(2), 179–199. https://doi.org/10.1080/09243450600565795
   Web of Science ®Google Scholar
• Seashore Louis, K., Dretzke, B., & Wahlstrom, K. (2010). How does leadership affect student achievement? Results from a National US Survey. School Effectiveness and School Improvement, 21(3), 315–336. https://doi.org/10.1080/09243453.2010.486586
   Web of Science ®Google Scholar
• Silins, H., & Mulford, W. (2002). Leadership and school results. In K. Leithwood & P. Hallinger (Eds.), Second international handbook of educational leadership and administration (pp. 561–612). Kluwer.
   Google Scholar
• Spillane, J. P., Diamond, J. B., & Jita, L. (2003). Leading Instruction: The Distribution of Leadership for Instruction. Journal of Curriculum Studies, 35(5), 533–543. https://doi.org/10.1080/0022027021000041972
   Web of Science ®Google Scholar
• Spillane, J. P., Halverson, R., & Diamond, J. B. (2004). Towards a theory of leadership practice: A distributed perspective. Journal of Curriculum Studies, 36(1), 3–34. https://doi.org/10.1080/0022027032000106726
   Web of Science ®Google Scholar
• Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics. Pearson.
   Google Scholar
• Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing and elusive construct. Teaching & Teacher Education, 17(7), 783–805. https://doi.org/10.1016/S0742-051X(01)00036-1
   Web of Science ®Google Scholar
• Tschannen-Moran, M., Hoy, A. W., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68(2), 202–248. https://doi.org/10.3102/00346543068002202
   Web of Science ®Google Scholar
• Vescio, V., Ross, D., & Adams, A. (2008). A review of research on the impact of professional learning communities on teaching practice and student learning. Teaching & Teacher Education, 24(1), 80–91. https://doi.org/10.1016/j.tate.2007.01.004
   Web of Science ®Google Scholar
• Witziers, B., Bosker, R., & Kruger, M. (2003). Educational leadership and student achievement: The elusive search for an association. Educational Administration Quarterly, 39(3), 398–425. https://doi.org/10.1177/0013161X03253411
   Web of Science ®Google Scholar
• Wu, M., & Adams, R. (2007). Applying the rasch model to psycho-social measurement: A practical approach. Educational Measurement Solutions.
   Google Scholar
• Zee, M., Koomen, H. M. Y., & de Jong, P. F. (2018). How different levels of conceptualization and measurement affect the relationship between teacher self-efficacy and students’ academic achievement. Contemporary Educational Psychology, 55, 189–200. https://doi.org/10.1016/j.cedpsych.2018.09.006
   Web of Science ®Google Scholar
• Zinn, S. (2016). Variance estimation with balanced repeated replication: An application to the fifth and ninth grader cohort samples of the national educational panel study. In H. Blossfeld, J. Maurice, M. Bayer, & J. Skopek (Eds.), Methodological issues of longitudinal surveys (pp. 63–84). Springer.
   Google Scholar