Abstract
The ignorance of the role of middle leaders as a ‘key broker’ between school principals and teachers in the literature has motivated this study to investigate the effects of middle leaders’ learning-centred leadership on teacher professional learning through teacher mastery goals and their self-efficacy with the moderating effect of the quality of communication between middle leaders and teachers. A total of 453 data were collected from 24 primary and secondary school teachers in six districts in Kedah. This study employed partial least squares structural equation modelling approach. Findings revealed that learning-centred leadership has a significant and positive effect on teacher professional learning. Teacher mastery goals and teacher self-efficacy have significant mediating effects on teacher professional learning. The effect of learning-centred leadership on teacher professional learning is stronger when the levels of quality of communication between leaders and teachers are higher compared to their counterparts. Hence, future principal preparation programmes should equip future principals with the knowledge of learning-centred leadership that could facilitate teacher learning happening and flourishing.
Published Version
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Educational Management Administration & Leadership
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
