東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

FindBook

Google Book

Amazon

博客來

The Effects of School Leadership on Teachers' Professional Practices on Teacher's Classroom Practice: Evidence from TALIS 2013 US Data.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The Effects of School Leadership on Teachers' Professional Practices on Teacher's Classroom Practice: Evidence from TALIS 2013 US Data./
作者:	Christian, Bohdan M.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
面頁冊數:	184 p.
附註:	Source: Dissertations Abstracts International, Volume: 82-01, Section: A.
Contained By:	Dissertations Abstracts International82-01A.
標題:	Educational leadership. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28001905
ISBN:	9798662383968

The Effects of School Leadership on Teachers' Professional Practices on Teacher's Classroom Practice: Evidence from TALIS 2013 US Data.
Christian, Bohdan M.

The Effects of School Leadership on Teachers' Professional Practices on Teacher's Classroom Practice: Evidence from TALIS 2013 US Data. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 184 p.

Source: Dissertations Abstracts International, Volume: 82-01, Section: A.

Thesis (Ph.D.)--The University of Nebraska - Lincoln, 2020.

This item must not be sold to any third party vendors.

This dissertation grew from a practical problem that school administrators encounter as leaders within schools daily. I argue that the overarching problem is the unknown relationship between school leadership and teachers' classroom practice. This relationship has grown more ambiguous as federal, state, and local educational and political activists have tried to influence educational outcomes. By applying a Multilevel Structural Equation Model (MSEM) method to the Teacher and Learning International Survey (TALIS) 2013 US data, I developed distributed leadership, instructional leadership, teacher professional practices, and classroom practices as latent configural construct. I assessed the causal connection between these constructs. Results showed that distributed leadership has a significant effect on instruction leadership, and instructional leadership has an effect on teacher professional practice, and teacher professional practice has a significant effect on teacher classroom practice. There was not a significant direct effect by distributed leadership and instructional leadership on teacher classroom practice. Study results provide evidence that leadership and teachers' professional practices at the school level influence how teachers' classroom practices are operationalized. Further research is necessary to identify how these distributed leadership perceptions effect teacher cooperation, efficacy, and student achievement.

ISBN: 9798662383968Subjects--Topical Terms:

529436
Educational leadership.
Subjects--Index Terms:

Distributed leadership

The Effects of School Leadership on Teachers' Professional Practices on Teacher's Classroom Practice: Evidence from TALIS 2013 US Data.
LDR:02791nmm a2200385 4500 001 2345293
005 20230119153212.5
008 241004s2020 ||||||||||||||||| ||eng d
020 $a 9798662383968
035 $a (MiAaPQ)AAI28001905
035 $a AAI28001905
040 $a MiAaPQ $c MiAaPQ
100 1 $a Christian, Bohdan M. $3 3684211
245 1 4 $a The Effects of School Leadership on Teachers' Professional Practices on Teacher's Classroom Practice: Evidence from TALIS 2013 US Data.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2020
300 $a 184 p.
500 $a Source: Dissertations Abstracts International, Volume: 82-01, Section: A.
500 $a Advisor: Xia, Jiangang.
502 $a Thesis (Ph.D.)--The University of Nebraska - Lincoln, 2020.
506 $a This item must not be sold to any third party vendors.
520 $a This dissertation grew from a practical problem that school administrators encounter as leaders within schools daily. I argue that the overarching problem is the unknown relationship between school leadership and teachers' classroom practice. This relationship has grown more ambiguous as federal, state, and local educational and political activists have tried to influence educational outcomes. By applying a Multilevel Structural Equation Model (MSEM) method to the Teacher and Learning International Survey (TALIS) 2013 US data, I developed distributed leadership, instructional leadership, teacher professional practices, and classroom practices as latent configural construct. I assessed the causal connection between these constructs. Results showed that distributed leadership has a significant effect on instruction leadership, and instructional leadership has an effect on teacher professional practice, and teacher professional practice has a significant effect on teacher classroom practice. There was not a significant direct effect by distributed leadership and instructional leadership on teacher classroom practice. Study results provide evidence that leadership and teachers' professional practices at the school level influence how teachers' classroom practices are operationalized. Further research is necessary to identify how these distributed leadership perceptions effect teacher cooperation, efficacy, and student achievement.
590 $a School code: 0138.
650 4 $a Educational leadership. $3 529436
650 4 $a Educational administration. $3 2122799
650 4 $a Organization theory. $3 2122787
653 $a Distributed leadership
653 $a Instructional leadership
653 $a Multilevel confirmatory factor analysis
653 $a Multilevel structural equation
653 $a Teacher classroom practice
653 $a Teacher professional practice
690 $a 0449
690 $a 0514
690 $a 0635
710 2 $a The University of Nebraska - Lincoln. $b Educational Leadership & Higher Education. $3 3278961
773 0 $t Dissertations Abstracts International $g 82-01A.
790 $a 0138
791 $a Ph.D.
792 $a 2020
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28001905