Learning-centered Leadership Research Articles

Rural primary school principals’ leadership strategies for ICT integration

This paper explored the factors influencing the leadership strategies of school principals in rural primary schools regarding the integration of information and communication technologies (ICTs) in the process of teaching and learning in their schools. School principals are responsible for ensuring that there is ICTs integration in their schools’ teaching and learning processes. Embedded within the theory of learning-centred leadership (LCL), school principals have a responsibility to lead, foster, manage, and support the learning process for teachers and learners in their schools. Thus, school principals need to be well acquainted with innovative technologies for teaching and learning amidst the Fourth Industrial Revolution (4IR), which is global, complex, and fast-paced, to lead learning through ICT integration. Underpinned by the interpretive qualitative approach and using a multiple case study as a research design, this study generated data from three selected South African rural primary schools through face-to-face interviews with the three school principals. Data were analysed thematically. Findings revealed that school principals’ leadership strategies are influenced by their attitudes towards ICT integration into teaching and learning, their exposure to ICT workshops, and their own judgements of their abilities in using ICT. The paper recommends customised in-service training for school principals and teachers to alter and improve their exposure to, attitudes, perceptions toward ICT integration in teaching and learning.

The relationship between learning-centred leadership and professional learning community: evidence from Malaysia

The relationship between learning-centred leadership and professional learning community: evidence from Malaysia

The relationship between learning-centred leadership and professional learning community: evidence from Malaysia

The relationship between learning-centred leadership and professional learning community: evidence from Malaysia

Investigating the association between principal learning-centred leadership and teacher instructional practices: the mediating roles of teacher self-efficacy and collective teacher efficacy

ABSTRACT The purpose of the current study was to investigate the relationship between principal learning-centred leadership and teacher instructional practices, with the mediating role of teacher self-efficacy and collective teacher efficacy. Drawing data from a sample of 1219 teachers in secondary and high schools in Turkey, this study employed a cross-sectional survey design. Confirmatory factor analysis and structural equation modelling were conducted to analyse the data. The findings provided evidence of a small direct association between learning-centred leadership and teacher instructional practices and an indirect relationship mediated by teacher self-efficacy and collective teacher efficacy. Drawing on empirical data from a developing non-Western context, our results contribute nuance to the global knowledge base by confirming the positive and direct link between learning-centred leadership and teacher practices. Our results also underscore the significant mediating role of teacher self-efficacy and collective teacher efficacy between these two constructs. We discuss the implications for policymakers and practitioners.

Configuring effects of learning-centred leadership in promoting teacher professional learning and teacher self-efficacy

Comprehensive investigation of configuring effects of the learning-centred leadership that could sufficiently explain teacher outcomes has not been adequately addressed in the literature. Drawing on complexity theory, this study aims to investigate how the four dimensions of learning-centred leadership combine to lead to increased teacher professional learning and teacher self-efficacy using a combination of symmetric and asymmetric approaches. Data were collected from 453 secondary school teachers in Penang, Malaysia. The partial least squares structural equation modelling revealed the leadership support dimension has a significant positive effect on teacher professional learning. The modelling dimension has a significant positive effect on teacher professional learning and teacher self-efficacy. Fuzzy set-qualitative comparative analysis informed four configuring effects of learning-centred leadership dimensions on teacher professional learning, including a combination of high level of managing the learning programme and low level of building a learning vision leads to generate a high level of teacher professional learning. Likewise, there are four configuring effects of learning-centred leadership dimensions on teacher self-efficacy. This study contributes to the literature by advancing the theoretical foundation of how the learning-centred leadership dimensions combine to better explain high level of teacher professional learning and teacher self-efficacy.

Creating learning schools through learning-centered leadership: Understanding the moderating role of teacher performance

How learning-centered leadership influences learning schools, and the effect of teacher performance on building learning schools is an area that remains unclear. The study aims to investigate the effect of learning-centered leadership on learning schools from teachers’ perspectives. In the cross-sectional study, survey data were collected from 284 teachers in 50K-12 schools in Elazig, Türkiye. Structural equation modeling and bootstrapping method were used to analyze the data. Data analysis revealed that learning-centered leadership elicited direct and indirect effects on building learning schools and that teacher performance was a mediator in this relationship. Results contribute to the body of research that confirms the role of learning-centered leadership in the emergence of learning schools that also enables school improvement and effectiveness and highlights the importance of reflecting on this relationship.

Learning-Centered Leadership: Exploring How Distinguished Learning-Centered Principals Apply Key Processes of Learning-Centered Leadership

Research on school leadership has shown that a principal's influence on student achievement is indirect and significant. A sample of principals who earned the highest (distinguished) rating on the Vanderbilt Assessment of Leadership in Education (VAL-ED) measure responded to open-ended questions during an in-person interview. Principals in this study identified specific actions of school leadership related to the VAL-ED-defined key processes and core components of learning-centered schools. A comparative analysis was conducted to discover if a difference existed between elementary and secondary principal responses.

Professional Learning Community of Principals and Learning-Centered Leadership: An Exploration of Double Mediating Effect of Principals’ Transformative Learning and Schools’ Collaborative Culture

Professional Learning Community of Principals and Learning-Centered Leadership: An Exploration of Double Mediating Effect of Principals’ Transformative Learning and Schools’ Collaborative Culture

Explaining the Role of Trust in the Relationship of Learning-Centered Leadership with Teachers' Professional Learning

Explaining the Role of Trust in the Relationship of Learning-Centered Leadership with Teachers' Professional Learning

The Relationship Between Learning-Centered Leadership and Professional Learning: A Study on SAC Teachers

In this study, the relationship between principals' learning-centered leadership and teachers' professional learning was examined according to the views of Science and Art Center (SAC) teachers. Although similar studies have been carried out before, it was thought that SAC teachers' perceptions as a different context could provide important implications. 112 SAC teachers participated in the research. Data were analyzed with descriptive statistics, correlation analysis, simple and multiple linear regression analysis. In line with the findings, it can be said that SAC teachers have high perceptions of learning-centered leadership and professional learning. As a result of the research, it was concluded that learning-centered leadership predicted teachers' professional learning. The dimensions of learning-centered leadership, building a learning vision and providing learning support, are related to professional learning. However, the dimension of managing the learning program and modelling does not predict professional learning. These findings reached within the scope of the research were interpreted, and their similarities and differences with similar studies in the literature were discussed. Suggestions were made that SAC principals should go through a training process before starting their duties and that SAC principals should be granted autonomy.

The Relationship Between Learning - Centered Leadership and Teachers’ Organizational Identitiy Perceptions

In the study, it is aimed to reveal whether there is a significant relationship between the learning-centered leadership behaviors of school principals and teachers' perceptions about organizational identity according to teachers' views. 266 teachers working in secondary education institutions in the central district of Bolu province in the 2020-2021 academic year who voluntarily participated in the study make up the study group of the research in which the relational screening method has been used. In the research, as for data collection tools, learning-centered leadership scale and teacher organizational identity perception scale have been used together with the personal information form. When the result of the research is considered, teachers' perceptions of learning-centered leadership and organizational identity are high. Variables such as gender, working time at the school, working time with the school principal do not make difference in teachers' views on learning-centered leadership and organizational identity perceptions. While the seniority variable creates a significant difference in the teachers' views on learning-centered leadership in the sub-dimensions of providing learning support, managing learning programs and being a model, it does not make difference in their perceptions of organizational identity. There is a positive, reasonable relationship between learning-centered leadership and organizational identity.

Okul Yöneticilerinin Öğrenme Merkezli Liderliği ile Program Okuryazarlığı Arasındaki İlişki

Bu çalışmanın amacı, okul yöneticilerinin öğrenme merkezli liderliği ile program okuryazarlığı arasındaki ilişkiyi belirlemektir. Araştırma nicel yöntemde ilişkisel tarama modelinde tasarlanmıştır. Araştırmaya Ankara ili merkez ilçelerinde görev yapan 239 okul yöneticisi katılmıştır. Katılımcıların öğrenme merkezli liderlik düzeylerini belirlemek amacıyla “Öğrenme Merkezli Liderlik Ölçeği” ve program okuryazarlıklarını belirlemek amacıyla “Öğretim Programı Okuryazarlık Düzeyleri Ölçeği” kullanılmıştır. Verilerin analizinde, betimsel istatistikler, ilişkisiz örneklemler için t-testi, Pearson momentler çarpımı korelasyon katsayısı ve çoklu doğrusal regresyon analizi yöntemlerinden faydalanılmıştır. Araştırma sonucunda, okul yöneticilerinin öğrenme merkezli liderlik ve program okuryazarlığı düzeylerine ilişkin yüksek algıya sahip oldukları tespit edilmiştir. Katılımcıların değişkenlere ilişkin algıları cinsiyet, görev yaptıkları eğitim kademesi ve kurum değişkenlerine göre anlamlı bir farklılık göstermezken; görev türüne göre anlamlı bir şekilde farklılaşmaktadır. Öğrenme merkezli liderlik ile program okuryazarlığı arasında pozitif yönde ve anlamlı bir ilişki olduğu tespit edilmiştir. Regresyon analizi sonuçları; öğrenme merkezli liderliğin öğrenmeye dönük bir vizyon oluşturma ve öğrenme desteği sağlama boyutlarının program okuryazarlığının program yönetim becerisi ve tutum alt boyutları tarafından yordandığını göstermektedir. Öğrenme programını yönetme ve model olma boyutunun ise sadece tutum boyutu tarafından yordandığı belirlenmiştir. Çalışmadan elde edilen bulgulara dayanarak, okul yöneticilerinin mesleki gelişim gösteren öğretmenleri ödüllendirme yetkilerinin artırılması ve öğretmenlere mesleki gelişim fırsatları sunmaları için gerekli olan bütçenin sağlanması önerilmektedir. Okul yöneticilerine ve öğretmenlere, öğretim programı konusunda güncel bilgilere sahip olacakları ve program okuryazarlıklarını geliştirebilecekleri mesleki gelişim programlarına katılım sağlamaları önerilmektedir. Bunun yanında, okul yöneticilerine, dağıtımcı liderlik özellikleri göstermeleri ve yetkilerini müdür yardımcıları ve öğretmenler ile paylaşmaları tavsiye edilmektedir.

Context of learning-centred leadership in the second cycle primary schools in Amhara National Regional State: three zones in focus

ABSTRACT This study’s objective was to examine the prevalence of learning-centred leadership behaviour in the public second cycle primary schools in Amhara National Regional State. A cross-sectional design was used. The study employed a stratified random sampling procedure and included 275 participants. Survey questionnaire was used to gather data from school administrators and teachers. Tools for data analysis included the mean, one sample and independent t-test. The findings showed that school leaders generally performed at a sub-basic level when it came to learning-centred leadership. The findings also displayed that the performance level of leaders across core elements and key processes was perceived to be below basic. This implies that administrators display learning-centred leadership behaviour at a level of effectiveness that is unlikely to have a beneficial impact on teachers and student academic achievement. Provision of training, mentoring and coaching appears to be effective techniques to cultivate leaders’ learning-centred leadership behaviour.

Does middle leaders’ learning-centred leadership matter in promoting teacher professional learning? A partial least squares analysis

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.

School principal's self-regulated learning: a conceptual framework of learning-centered leadership

PurposeThis study explores a conceptual framework that addresses a school principal's self-regulated learning (SPSRL) as well as possible avenues for future conceptualization of, and research into this issue.Design/methodology/approachThe conceptual framework of SPSRL is based on an extensive literature review of the research on student’s and teacher’s self-regulated learning models.FindingsA novel conceptual and practical SPSRL framework for planning, performing, monitoring and self-reflection is elaborated.Research limitations/implicationsThis novel SPSRL conceptual framework provides school principals with a means to shape and develop processes, strategies and structures to monitor and evaluate their learning, enabling them to react effectively in uncertain and dynamic environments. This framework may open the way to future research into possible contributions of the SPSRL construct with other variables related to principal effectiveness. The suggested framework should be examined empirically in various sociocultural contexts, possibly substantiating its conceptual validity.Originality/valueThe SPSRL conceptual framework can improve school learning, which might connect the individual (the school principal) and organizational (teachers) learning levels.

Assessing the antecedents and consequences of teacher leadership: a partial least squares analysis

ABSTRACT Separate investigations into the antecedents of teacher leadership and the consequences of teacher leadership for teacher outcomes have limited a more comprehensive knowledge production in the literature. This study aims to investigate teacher leadership with the antecedents of learning-centered leadership through collective teacher efficacy and its impact on teacher professional learning in a structural model. Data were collected from 650 teachers in Changsha, China using a multistage sampling method. This study used partial least squares structural equation modeling for data analysis. The findings showed that principal learning-centered leadership has a positive and significant direct effect on teacher leadership. Collective teacher efficacy has significantly mediated the relationship between learning-centered leadership and teacher leadership. Teacher leadership has a positive and direct effect on teacher professional learning. This study has provided the direction for the school principals to initiate strategies to promote teacher professional learning through teacher leadership, particularly in Asian societies. Limitations and future studies were discussed.

Supporting teacher professional learning in Oman: The effects of principal leadership, teacher trust, and teacher agency

Lagging student performance in the Sultanate of Oman has, in recent years, led the Ministry of Education to target teachers’ professional learning as a key strategic pillar in its efforts to reform the education system. While international evidence finds principal leadership can make a meaningful difference in teacher engagement in professional learning, this has yet to be studied in Arab societies. The current study collected data from 887 teachers in 78 Omani middle schools with the aim of understanding if and how their principals’ learning-centered leadership influences teacher agency, teacher trust and teacher professional learning. Factor analysis, structural equation modelling, and bootstrapping were used to explore both partial and full mediation models of these relationships. Results validated a partial mediation model in which learning-centered leadership had moderate direct and indirect effects on teacher professional learning. The validated model also highlights the important role that principals can play in creating a climate of trust where teachers believe that investing their time and effort in professional learning will be beneficial for themselves and their schools. The results from Oman are compared with findings from other Asian societies and implications discussed.

Book review of "Learning-Centred Leadership in Higher Education: Sustainable Approaches to the Challenges and Responsibilities"

Book review of "Learning-Centred Leadership in Higher Education: Sustainable Approaches to the Challenges and Responsibilities"

Modeling the Influence of Principal’s Leadership on Teachers’ Professional Learning in Governmental Schools in the Sultanate of Oman

The study aimed to identify the degree of principals' learning-centered leadership (PLCL) and teachers' professional learning (TPL) in governmental schools in Oman, then to modeling the effects of (PLCL) on (TPL) in governmental schools in Oman, through identify the level of this influence and compare the effects of the different dimensions of (PLCL) on (TPL). The study employed the quantitative approach using the structural equation modeling to analyze the data collected from a convenient sample of teachers (n=574) from government schools in the Sultanate of Oman. The study found that the practices of (PLCL) were at the high level for all its dimensions; while the "modeling" dimension came as the most practiced dimension, the "managing of learning program" dimension was the least. For the teacher’s professional learning also showed at high level for all dimensions (reflection, experimentation, collaboration and reach out to the knowledge base); while the experimentation dimension was the highest, reach out to the knowledge base was the least one. On the other hand, the study found a positive influence of the principal leadership on teacher professional learning; The source of that influence was from the two dimensions: “managing the learning program” and “building a learning vision”. The study presents a set of recommendations, such as recommending the implementation of structured programs to develop the skills of the school principal in support of teachers’ professional learning. Keywords: Learning-centered leadership, teacher professional learning, structural equation modeling, The Sultanate of Oman

Modeling the relationship between principal leadership and teacher professional learning in Kuwait: The mediating effects of Trust and Teacher Agency

Research has revealed that appropriate school leadership practices can positively support and promote teacher learning. This study examines the influences of Learning-Centered Leadership upon Teacher Agency, Trust and professional learning in a Kuwaiti context. Following results from recent empirical research, this study tested a model of principal leadership effects upon teacher learning via the mediators of Teacher Trust and Agency. The researchers collected data from 1060 teachers working at 64 Kuwaiti public schools and analyzed this data using confirmatory factor analysis and structural equation modeling. Results validated this model, showing that Learning-Centered Leadership affects teacher professional development via Teacher Trust and Agency. This improves our understanding of the relationship between school leadership and teacher professional learning both in Kuwait and internationally; relevant recommendations are listed.