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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In: School Effectiveness and School Improvement, Vol. 28, No. 4, 02.10.2017, p. 629 - 649.
Research output: Journal contributions › Journal articles › Research › peer-review
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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 -