The relationship between principal leadership and teacher collaboration: Investigating the mediating effect of teachers' collective efficacy

被引：41
|
作者：
Meyer, Andre [1 ]
Richter, Dirk [4 ,5 ,6 ]
Hartung-Beck, Viola [2 ,3 ]
机构：
[1] Univ Potsdam, Educ Sci, Potsdam, Germany
[2] Univ Appl Sci Dortmund, Empir Res Methods, Particularly Qualitat Methods, Dortmund, Germany
[3] Univ Wuppertal, Sch Educ, Inst Educ Res, Wuppertal, Germany
[4] Univ Potsdam, Educ Res Educ Sci, Potsdam, Germany
[5] Inst Educ Qual Improvement, Berlin, Germany
[6] Max Planck Inst Human Dev, Berlin, Germany
来源：
EDUCATIONAL MANAGEMENT ADMINISTRATION & LEADERSHIP | 2022年 / 50卷 / 04期
关键词：
principal leadership; collective teacher efficacy; teacher collaboration; structural equation modeling; mediation analysis; SELF-EFFICACY; SCHOOL LEADERSHIP; INSTRUCTIONAL LEADERSHIP; TRANSFORMATIONAL LEADERSHIP; STUDENT-ACHIEVEMENT; JOB-SATISFACTION; FIT INDEXES; IMPACT; INTERDEPENDENCE; COMMUNITIES;
D O I：
10.1177/1741143220945698
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
Empirical research considers teacher collaboration to be an important predictor of outcome variables at the student, teacher, and school level. Principals are responsible for shaping teachers' work environments, and in doing so, they can strengthen and support teacher collaboration. Drawing on social interdependence theory, we hypothesized that teachers' collective efficacy has a mediating effect on the relationship between principal leadership and teacher collaboration. We collected data from 630 teachers in 29 primary and secondary schools in Germany and found, based on structural equation modeling, that principal leadership had a significant indirect effect on teacher collaboration, mediated by teachers' collective efficacy. We discuss the implications of these results for supporting school improvement.
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页码：593 / 612
页数：20
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