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

Research output: Journal contributionsJournal articlesResearchpeer-review

Standard

Disentangling school leadership and its ties to instructional practices - an empirical comparison of various leadership styles: An empirical Comparision of various Leadership Styles. / Pietsch, Marcus; Tulowitzki, Pierre.
In: School Effectiveness and School Improvement, Vol. 28, No. 4, 02.10.2017, p. 629 - 649.

Research output: Journal contributionsJournal articlesResearchpeer-review

Harvard

APA

Vancouver

Bibtex

@article{7839dd8336e74802b9d11de763bc98e5,
title = "Disentangling school leadership and its ties to instructional practices - an empirical comparison of various leadership styles: An empirical Comparision of various Leadership Styles",
abstract = "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{\textquoteright}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.",
keywords = "Empirical education research, Bi-factor model, Instructional leadership, instructional practises, school leadership, transformational leadership, Educational science",
author = "Marcus Pietsch and Pierre Tulowitzki",
year = "2017",
month = oct,
day = "2",
doi = "10.1080/09243453.2017.1363787",
language = "English",
volume = "28",
pages = "629 -- 649",
journal = "School Effectiveness and School Improvement",
issn = "0924-3453",
publisher = "Routledge Taylor & Francis Group",
number = "4",

}

RIS

TY - JOUR

T1 - Disentangling school leadership and its ties to instructional practices - an empirical comparison of various leadership styles

T2 - An empirical Comparision of various Leadership Styles

AU - Pietsch, Marcus

AU - Tulowitzki, Pierre

PY - 2017/10/2

Y1 - 2017/10/2

N2 - 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.

AB - 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.

KW - Empirical education research

KW - Bi-factor model

KW - Instructional leadership

KW - instructional practises

KW - school leadership

KW - transformational leadership

KW - Educational science

UR - http://www.scopus.com/inward/record.url?scp=85028870129&partnerID=8YFLogxK

U2 - 10.1080/09243453.2017.1363787

DO - 10.1080/09243453.2017.1363787

M3 - Journal articles

VL - 28

SP - 629

EP - 649

JO - School Effectiveness and School Improvement

JF - School Effectiveness and School Improvement

SN - 0924-3453

IS - 4

ER -