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Different Levels of Leadership for Learning: Investigating Differences Between Teachers Individually and Collectively using Multilevel Factor Analysis of the 2011-12 Schools and Staffing Survey

Jared Boyce; Alex J. Bowers

Title:
Different Levels of Leadership for Learning: Investigating Differences Between Teachers Individually and Collectively using Multilevel Factor Analysis of the 2011-12 Schools and Staffing Survey
Author(s):
Boyce, Jared
Bowers, Alex J.
Date:
Type:
Articles
Department(s):
Education Leadership
Volume:
21
Persistent URL:
Book/Journal Title:
International Journal of Leadership in Education
Notes:
This document is a pre-print of this manuscript, published in the International Journal of Leadership in Education. Recommended Citation: Boyce, J., Bowers, A.J. (2018) Different Levels of Leadership for Learning: Investigating Differences Between Teachers Individually and Collectively Using Multilevel Factor Analysis of the 2011-12 Schools and Staffing Survey. International Journal of Leadership in Education, 21(2), p.197-225. http://doi.org/10.1080/13603124.2016.1139187
Abstract:
This study investigated the differences between how individual teachers perceive leadership for learning and how teachers collectively perceive leadership for learning, using a large nationally generalizable data-set of 7070 schools from the National Center for Education Statistics 2011–2012 Schools and Staffing Survey. This study used cross-validation multilevel factor analysis to find that individual teachers view leadership for learning as consisting of six factors (school influence, classroom control, collegial climate, student attendance, neighbourhood context, teacher commitment) whereas teachers collectively (e.g. as a faculty) perceive three factors that are non-isomorphic with the individual-level factors (instructional leadership, management, social environment). These results imply that teachers collectively have a functional view of leadership, while individual teachers have views more aligned to specific areas of influence. This article provides the beginning of a theoretical framework for future multilevel educational leadership research into teacher leadership and leadership for learning.
Subject(s):
Education
Educational leadership
Teachers--Attitudes
Multivariate analysis
Publisher DOI:
https://doi.org/10.1080/13603124.2016.1139187
Item views
108
Metadata:
text | xml
Suggested Citation:
Jared Boyce, Alex J. Bowers, , Different Levels of Leadership for Learning: Investigating Differences Between Teachers Individually and Collectively using Multilevel Factor Analysis of the 2011-12 Schools and Staffing Survey, Columbia University Academic Commons, .

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