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

被引：47

作者：

Bektas, Fatih ^{[1
]}

Kilinc, Ali Cagatay ^{[2
]}

Gumus, Sedat ^{[3
]}

机构：

[1] Kilis 7 Aralik Univ, Muallim Rifat Fac Educ, Kilis, Turkey

[2] Karabuk Univ, Fac Letters, Karabuk, Turkey

[3] Aarhus Univ, Danish Sch Educ, DK-8000 Aarhus, Denmark

来源：

EDUCATIONAL STUDIES | 2022年 / 48卷 / 05期

关键词：

Distributed leadership; trust; teacher work motivation; teacher professional learning; SELF-EFFICACY; CENTERED LEADERSHIP; SCHOOL IMPROVEMENT; WORK MOTIVATION; COMMUNITIES; ACHIEVEMENT; IMPACT; ACCOUNTABILITY; PERFORMANCE; PREDICTORS;

D O I：

10.1080/03055698.2020.1793301

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

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.

引用

页码：602 / 624

页数：23

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