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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

Boyce, Jared; Bowers, Alex J.

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.

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Also Published In

Title
International Journal of Leadership in Education
DOI
https://doi.org/10.1080/13603124.2016.1139187

More About This Work

Academic Units
Education Leadership
Published Here
February 8, 2018

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

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