Exploring the relationship between school leadership and teacher professional learning through structural equation modeling

Abstract

PurposeThis study aims to investigate the relationship between leadership and teacher professional learning considering two mediating variables – teacher trust and teacher agency.Design/methodology/approachThe study utilized structural equation modeling in analyzing the responses from 1,654 secondary public teachers from 43 schools in the Philippines.FindingsLeadership does not have a direct relationship with teacher professional learning. The established relationship of leadership and professional learning from literature exists through the mediation of teacher trust and teacher agency.Originality/valueThe results point out that school leaders must affect teacher trust and teacher agency to influence the engagement of teachers to professional learning. Contrary to what has been accepted in educational management that leaders can directly impact teachers, the findings of this study dictate that the full effects of leadership are coursed through mediating pathways.