Teachers Involved in School Improvement: Analyzing Mediating Mechanisms of Teachers’ Boundary-Crossing Activities Between Leadership Perception and Teacher Involvement
Item
Title
Teachers Involved in School Improvement: Analyzing Mediating Mechanisms of Teachers’ Boundary-Crossing Activities Between Leadership Perception and Teacher Involvement
Abstract/Description
Teachers are drivers for change in school improvement. However, not all teachers participate in further developing schools' educational practice. This study aimed to understand conditional factors in teachers' involvement. To this end, we analyzed teachers' leadership perception and boundary-crossing activities aimed at increasing professional capital. Structural equation modeling analyses based on a sample of N = 1232 teachers at N = 59 schools indicated partial mediations of cognitive and social boundary-crossing activities on the relationship between leadership perception and involvement. This study contributes to the literature by illuminating the potential of teachers’ activities to enhance professional capital for school improvement.
Author/creator
Date
In publication
Volume
116
Resource type
Research/Scholarly Media
Resource status/form
Published Text
Scholarship genre
Empirical
Keywords
Open access/full-text available
Yes
Peer reviewed
Yes
ISSN
0742-051X
Citation
Rechsteiner, B., Compagnoni, M., Wullschleger, A., Schäfer, L. M., Rickenbacher, A., & Maag Merki, K. (2022). Teachers Involved in School Improvement: Analyzing Mediating Mechanisms of Teachers’ Boundary-Crossing Activities Between Leadership Perception and Teacher Involvement. Teaching and Teacher Education, 116, 103774. https://doi.org/10.1016/j.tate.2022.103774
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