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Salim Ucan Dissertation 2020.pdf (2.78 MB)

ETD Abstract Container

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Instructional Leadership, School Climate, and Teacher Collaboration: Antecedents of Instructional Support

Ucan, Salim
http://rave.ohiolink.edu/etdc/view?acc_num=osu1598018352102509

Abstract Details

2020, Doctor of Philosophy, Ohio State University, Educational Studies.
Researchers almost unequivocally agree that school leadership matters because school leaders occupy formal positions within highly bureaucratic systems and have a vast influence on the organization of schools. Because of the elusive and complex nature of leadership, however, it has been challenging to identify how principals become effective and through which mechanisms they impact teaching and learning. Since 1980, researchers have conceptualized 14 leadership models. One of those models is instructional leadership, which is generally defined as the school leader’s ability to collectively and strategically utilize her or his influence to improve the core technology of schools—teaching and learning. There is an additional consensus among researchers that the effects of instructional leadership on student achievement are indirect and that various other mediating factors exist. Therefore, within educational research there remains a desire to develop and test theoretical frameworks to decipher the black box of instructional leadership. This study was designed to address this mission by developing a complex theoretical model to examine how instructional leadership influences instructional quality, which is directly associated with student achievement. More specifically, this study investigated the interrelations between instructional leadership, teachers’ perception of school climate, teacher collaboration, and instructional support by using a large-scale, complex survey data known as the Teacher and Learning International Survey (TALIS) 2018. Multi-level structural equation modeling (SEM) was used to analyze data from a nationally representative sample of 164 principals and 2548 teachers who instruct in grades seven through nine. The study results show that teachers’ perception of school climate was a statistically significant predictor of school climate and that school climate was positively and significantly associated with instructional support. However, instructional leadership was associated positively and significantly only with the slope between school climate and teacher collaboration. The direct influence of instructional leadership was not statistically significant on any of the teacher level factors. Although this study did not observe any significant direct effects of instructional leadership, the results provided reliable insights for policymakers and practitioners looking to identify more targeted policies for facilitating school improvement efforts. This study’s results were an answer to the call for high-quality research designs using large-scale, nationally representative datasets and advanced statistical analysis to understand the sophisticated inner-workings of schools as social organizations. School leaders who want to improve the quality of instruction in their schools should focus on cultivating school climate and facilitating teacher collaboration because these factors are positively associated with the instructional support that teachers provide to their students.
Noelle W Arnold (Advisor)
Anika Anthony (Committee Member)
Yvonne L Goddard (Committee Member)
249 p.
Education; Educational Leadership
Instructional leadership; teacher collaboration; school climate; instructional support; instructional quality; TALIS 2018; TALIS; SEM; Structural Equation Modeling

Recommended Citations

Citations

  • Ucan, S. (2020). Instructional Leadership, School Climate, and Teacher Collaboration: Antecedents of Instructional Support [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1598018352102509

    APA Style (7th edition)

  • Ucan, Salim. Instructional Leadership, School Climate, and Teacher Collaboration: Antecedents of Instructional Support. 2020. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1598018352102509.

    MLA Style (8th edition)

  • Ucan, Salim. "Instructional Leadership, School Climate, and Teacher Collaboration: Antecedents of Instructional Support." Doctoral dissertation, Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1598018352102509

    Chicago Manual of Style (17th edition)

osu1598018352102509
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© 2020, some rights reserved.Creative Commons License Instructional Leadership, School Climate, and Teacher Collaboration: Antecedents of Instructional Support by Salim Ucan is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License. Based on a work at etd.ohiolink.edu.
This open access ETD is published by The Ohio State University and OhioLINK.