Exploring the Effects of School Leadership, Teacher Collaboration on Teacher’s Teaching Practice: Evidence Based on TALIS 2018 Taiwan Data (75555)

Session Information: Educational Policy, Leadership, Management & Administration
Session Chair: Jin-Fu Wu

Thursday, 23 November 2023 17:30
Session: Session 5
Room: Room 604
Presentation Type: Oral Presentation

All presentation times are UTC + 9 (Asia/Tokyo)

In terms of school leadership, school leadership may be perceived differently by principals and teachers, and it is an open question as to how these two different perceptions of school leadership, by principals or by teachers, affect teacher collaboration and teaching practice. The purpose of this study was to engage in secondary data analysis of the Teaching and Learning International Survey 2018 (TALIS 2018) Taiwan data (ISCED level 2: lower secondary education) to examine the impact of instructional leadership (principal-perceived), distributed leadership (principal-perceived and teacher-perceived), and teacher collaboration on teaching practice. Because TALIS 2018 is characterized by complex survey data, this study applied the IEA International Database Analyzer (IDB Analyzer) software for statistical analysis of complex survey data in order to obtain rigorous and credible research results. The findings of this study are as follows: 1. Instructional leadership as perceived by principals is significantly and positively correlated with distributed leadership as perceived by principals. Instructional leadership as perceived by principals is not significantly related to distributed leadership as perceived by teachers. Distributed leadership as perceived by principals is significantly and positively correlated with distributed leadership as perceived by teachers. 2. Instructional leadership as perceived by principals and distributed leadership as perceived by principals do not have significant predictive effects on teaching practice. Distributed leadership as perceived by teachers and teacher collaboration have significant positive predictive effects on teaching practice. In terms of the importance of influencing teaching practice, teacher collaboration has a higher predictive effect than teacher-perceived distributed leadership.

Authors:
Jin-Fu Wu, National Chung Hsing University, Taiwan


About the Presenter(s)
Dr Jin-Fu Wu is a University Associate Professor/Senior Lecturer at National Chung Hsing University in Taiwan

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Posted by Clive Staples Lewis

Last updated: 2023-02-23 23:45:00