Disentangling school leadership and its ties to instructional practices - an empirical comparison of various leadership styles: An empirical Comparision of various Leadership Styles

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This paper investigates the direct and indirect ties between various leadership styles, namely, instructional, transformational, transactional, and laissez-faire leadership, and the instructional practices of teachers by applying a structural equation model. For this purpose, we analyzed survey data of n = 3,746 teachers from 126 schools collected by the Hamburg school inspection in Germany between 2012 and 2015. The underlying model is based on Leithwood’s framework for guiding research on leader effects on learning and instruction. First, the results show that a bi-factor model seems to be the best measurement model. Next, it is shown that mediating variables are influenced by a leadership core as well as by different leadership facets. Third, we found that for influencing complex instructional practices like cognitive activation with challenging content, a combination of leadership styles is most promising, while for classroom management instructional leadership is the only and, thus, the primary determinant.
Original languageEnglish
JournalSchool Effectiveness and School Improvement
Volume28
Issue number4
Pages (from-to)629 - 649
Number of pages21
ISSN0924-3453
DOIs
Publication statusPublished - 02.10.2017

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