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Teacher-perceived distributed leadership, teacher self-efficacy and job satisfaction: A multilevel SEM approach using the 2013 TALIS data
ARTICLE

, Dept. of Educational Services and Leadership College of Education, United States ; , University of Nebraska-Lincoln, United States

International Journal of Educational Research Volume 92, Number 1, ISSN 0883-0355 Publisher: Elsevier Ltd

Abstract

Authors in this study argued that research most often examined how school principals approached distributed leadership, but few studies were focused on how teachers perceived it and on what relationships might be between distributed leadership, teacher self-efficacy and job satisfaction. Utilizing a multilevel SEM research methodology, this study analyzed the 2013 TALIS data in attempts to expand understanding of distributed leadership through lenses of teachers and to examine whether, and to what extent, teacher perceived distributed leadership is associated with teacher self-efficacy and their job satisfaction. The findings indicated that distributed leadership at both the teacher and school levels presented significant, positive, and direct and indirect effects on teacher job satisfaction and the indirect effect on the job satisfaction was mediated by teacher self-efficacy.

Citation

Sun, A. & Xia, J. (2018). Teacher-perceived distributed leadership, teacher self-efficacy and job satisfaction: A multilevel SEM approach using the 2013 TALIS data. International Journal of Educational Research, 92(1), 86-97. Elsevier Ltd. Retrieved December 10, 2019 from .

This record was imported from International Journal of Educational Research on January 29, 2019. International Journal of Educational Research is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.ijer.2018.09.006

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