Journal of Educational AdministrationTable of Contents for Journal of Educational Administration. List of articles from the current issue, including Just Accepted (EarlyCite)https://www.emerald.com/insight/publication/issn/0957-8234/vol/62/iss/2?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestJournal of Educational AdministrationEmerald Publishing LimitedJournal of Educational AdministrationJournal of Educational Administrationhttps://www.emerald.com/insight/proxy/containerImg?link=/resource/publication/journal/13e4a7b86d04f656c89dc89527b9bd72/urn:emeraldgroup.com:asset:id:binary:jea.cover.jpghttps://www.emerald.com/insight/publication/issn/0957-8234/vol/62/iss/2?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestSchool context matters? Faculty trust and academic emphasis moderating the effects of principals' distributed leadership on teacher leadershiphttps://www.emerald.com/insight/content/doi/10.1108/JEA-10-2022-0188/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThe importance of teacher leadership in enhancing school outcomes is recognized, but there remains a scarcity of research addressing the conditions for principals to nurture such leadership. This study examined how school contextual factors, i.e. faculty trust and academic emphasis, moderate the impact of principals' distributed leadership lon teacher leadership. A nationwide survey was conducted among junior high school teachers in Taiwan. The sample encompassed schools from different geographical regions and sizes, yielding a total of 1,340 valid responses. Hierarchical regression analyses were employed to analyze the potential moderating effects of interest. There were interactive effects of principals' distributed leadership and school contextual factors on teachers' adoption of leadership roles. The impact of principals' distributed leadership on teacher leadership was amplified in environments marked by elevated levels of trust relations and reduced academic emphasis. This study uncovers the critical prerequisites principals must address to cultivate teacher leadership. To effectively encourage heightened teacher engagement in leadership, principals must place a premium on nurturing trusting relations with their teaching staff and acknowledge that the influence of their leadership might be lessened in an environment where credentialism holds sway. The exploration into faculty trust and academic emphasis yields insights into the conducive conditions for principals to foster teacher leadership. The identified attenuating impact of academic emphasis on principal effect within an Asian societal context highlights its significance not only as an organizational property but also as a manifestation of national cultural values.School context matters? Faculty trust and academic emphasis moderating the effects of principals' distributed leadership on teacher leadership
Hui-Ling Wendy Pan, Wen-Yan Chen
Journal of Educational Administration, Vol. 62, No. 2, pp.181-196

The importance of teacher leadership in enhancing school outcomes is recognized, but there remains a scarcity of research addressing the conditions for principals to nurture such leadership. This study examined how school contextual factors, i.e. faculty trust and academic emphasis, moderate the impact of principals' distributed leadership lon teacher leadership.

A nationwide survey was conducted among junior high school teachers in Taiwan. The sample encompassed schools from different geographical regions and sizes, yielding a total of 1,340 valid responses. Hierarchical regression analyses were employed to analyze the potential moderating effects of interest.

There were interactive effects of principals' distributed leadership and school contextual factors on teachers' adoption of leadership roles. The impact of principals' distributed leadership on teacher leadership was amplified in environments marked by elevated levels of trust relations and reduced academic emphasis.

This study uncovers the critical prerequisites principals must address to cultivate teacher leadership. To effectively encourage heightened teacher engagement in leadership, principals must place a premium on nurturing trusting relations with their teaching staff and acknowledge that the influence of their leadership might be lessened in an environment where credentialism holds sway.

The exploration into faculty trust and academic emphasis yields insights into the conducive conditions for principals to foster teacher leadership. The identified attenuating impact of academic emphasis on principal effect within an Asian societal context highlights its significance not only as an organizational property but also as a manifestation of national cultural values.

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School context matters? Faculty trust and academic emphasis moderating the effects of principals' distributed leadership on teacher leadership10.1108/JEA-10-2022-0188Journal of Educational Administration2023-11-13© 2023 Emerald Publishing LimitedHui-Ling Wendy PanWen-Yan ChenJournal of Educational Administration6222023-11-1310.1108/JEA-10-2022-0188https://www.emerald.com/insight/content/doi/10.1108/JEA-10-2022-0188/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
Do teacher beliefs mediate leadership and teacher behaviors? Testing teacher self-efficacy's mediation role between leadership for learning and teacher outcomeshttps://www.emerald.com/insight/content/doi/10.1108/JEA-12-2022-0227/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestLeadership for learning emerged as an integrated leadership framework; however, attempts to establish an empirical measurement model have been limited. Critically, not much is known about how much teachers' beliefs (e.g. self-efficacy) can mediate leadership for learning impact on teacher behaviors. This study establishes a leadership for learning measurement model and examines whether teacher self-efficacy mediates the effect of leadership for learning tasks on teacher collaboration, instructional quality, intention to leave current schools and their confidence in equitable teaching practice. Drawing on the most recent 2018 Teaching and Learning International Survey (TALIS), the study employed a structural equation modeling mediation approach. Results suggested that teacher self-efficacy statistically significantly mediated 16 out of 20 of the relationships between leadership for learning task domains and teacher outcomes. Especially, in explaining the variance in instructional quality and teacher confidence in implementing equitable teaching practices, considerable proportions of the predictive power of leadership for learning tasks were accounted for (i.e. mediated) by teacher self-efficacy. School-wide efforts to craft the school vision for learning must be coupled with enhancing teacher self-efficacy. Critically, leadership efforts may fall short of implementing equitable teaching practice and quality instruction without addressing teacher confidence in their ability in instruction, classroom management and student engagement. This study is the first of its kind to evidence teacher self-efficacy mediates leadership for learning practice impact on teacher behaviors.Do teacher beliefs mediate leadership and teacher behaviors? Testing teacher self-efficacy's mediation role between leadership for learning and teacher outcomes
Joonkil Ahn, Alex J. Bowers
Journal of Educational Administration, Vol. 62, No. 2, pp.197-222

Leadership for learning emerged as an integrated leadership framework; however, attempts to establish an empirical measurement model have been limited. Critically, not much is known about how much teachers' beliefs (e.g. self-efficacy) can mediate leadership for learning impact on teacher behaviors. This study establishes a leadership for learning measurement model and examines whether teacher self-efficacy mediates the effect of leadership for learning tasks on teacher collaboration, instructional quality, intention to leave current schools and their confidence in equitable teaching practice.

Drawing on the most recent 2018 Teaching and Learning International Survey (TALIS), the study employed a structural equation modeling mediation approach.

Results suggested that teacher self-efficacy statistically significantly mediated 16 out of 20 of the relationships between leadership for learning task domains and teacher outcomes. Especially, in explaining the variance in instructional quality and teacher confidence in implementing equitable teaching practices, considerable proportions of the predictive power of leadership for learning tasks were accounted for (i.e. mediated) by teacher self-efficacy.

School-wide efforts to craft the school vision for learning must be coupled with enhancing teacher self-efficacy. Critically, leadership efforts may fall short of implementing equitable teaching practice and quality instruction without addressing teacher confidence in their ability in instruction, classroom management and student engagement.

This study is the first of its kind to evidence teacher self-efficacy mediates leadership for learning practice impact on teacher behaviors.

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Do teacher beliefs mediate leadership and teacher behaviors? Testing teacher self-efficacy's mediation role between leadership for learning and teacher outcomes10.1108/JEA-12-2022-0227Journal of Educational Administration2023-12-29© 2023 Emerald Publishing LimitedJoonkil AhnAlex J. BowersJournal of Educational Administration6222023-12-2910.1108/JEA-12-2022-0227https://www.emerald.com/insight/content/doi/10.1108/JEA-12-2022-0227/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
Examining the relationships between instructional leadership, teacher self-efficacy and job satisfaction: a study of primary schools in Indiahttps://www.emerald.com/insight/content/doi/10.1108/JEA-09-2022-0145/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestBuilding on the social cognitive theory, a mediation model was examined to understand the role of teacher self-efficacy as the underlying mechanism for the relationship between instructional leadership and teacher job satisfaction. The study tests a mediation model between instructional leadership, teacher self-efficacy and job satisfaction. The data were collected via online survey from primary school teachers (N = 320) working for the Municipal Corporation of Delhi (MDC) in India. The mediation model was tested using the AMOS 22.0 after establishing the reliability and validity of measures. Regression analyses using the bootstrapping method indicated that teacher self-efficacy mediates the relationship between instructional leadership and teacher job satisfaction. This is a cross-sectional study. The scope for causal inferences is, thus, limited. In the Indian setting, the study examines the association between instructional leadership and job satisfaction. The results show that the instructional leadership of the school principal is strongly related to teachers' self-efficacy, which, in turn is positively associated with teacher’s job satisfaction. Further, the findings confirm that instructional leadership, emphasizing instructional improvement, improves teachers' self-efficacy and job satisfaction. The study explains the underlying process through which a school principal’s instructional leadership is related to teacher job satisfaction. This study is perhaps the first to focus on an Indian or a non-Western context.Examining the relationships between instructional leadership, teacher self-efficacy and job satisfaction: a study of primary schools in India
Furkan Khan, Preeti, Vishal Gupta
Journal of Educational Administration, Vol. 62, No. 2, pp.223-238

Building on the social cognitive theory, a mediation model was examined to understand the role of teacher self-efficacy as the underlying mechanism for the relationship between instructional leadership and teacher job satisfaction.

The study tests a mediation model between instructional leadership, teacher self-efficacy and job satisfaction. The data were collected via online survey from primary school teachers (N = 320) working for the Municipal Corporation of Delhi (MDC) in India. The mediation model was tested using the AMOS 22.0 after establishing the reliability and validity of measures.

Regression analyses using the bootstrapping method indicated that teacher self-efficacy mediates the relationship between instructional leadership and teacher job satisfaction.

This is a cross-sectional study. The scope for causal inferences is, thus, limited.

In the Indian setting, the study examines the association between instructional leadership and job satisfaction. The results show that the instructional leadership of the school principal is strongly related to teachers' self-efficacy, which, in turn is positively associated with teacher’s job satisfaction. Further, the findings confirm that instructional leadership, emphasizing instructional improvement, improves teachers' self-efficacy and job satisfaction.

The study explains the underlying process through which a school principal’s instructional leadership is related to teacher job satisfaction. This study is perhaps the first to focus on an Indian or a non-Western context.

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Examining the relationships between instructional leadership, teacher self-efficacy and job satisfaction: a study of primary schools in India10.1108/JEA-09-2022-0145Journal of Educational Administration2024-01-22© 2023 Emerald Publishing LimitedFurkan Khan PreetiVishal GuptaJournal of Educational Administration6222024-01-2210.1108/JEA-09-2022-0145https://www.emerald.com/insight/content/doi/10.1108/JEA-09-2022-0145/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
Enabling factors of instructional leadership in subject coordinatorshttps://www.emerald.com/insight/content/doi/10.1108/JEA-09-2023-0223/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestInstructional leadership is a school leadership approach that places great emphasis on enhancing the quality of teaching and learning. This study explored the enabling factors of instructional leadership in subject coordinators. The participants in this qualitative study were 24 subject coordinators in elementary schools in Israel. Data collection was based on semi-structured interviews, and data analysis included three stages: sorting, coding and categorizing. The findings identified three significant enabling factors of instructional leadership in subject coordinators: pedagogical knowledge, relationship capability and support from the principal. This study suggests that the enabling factors of instructional leadership in subject coordinators differ from those of instructional leadership in principals because of their different places in the school structure and explains the enablers of instructional leadership in subject coordinators as middle leaders.Enabling factors of instructional leadership in subject coordinators
Haim Shaked
Journal of Educational Administration, Vol. 62, No. 2, pp.239-254

Instructional leadership is a school leadership approach that places great emphasis on enhancing the quality of teaching and learning. This study explored the enabling factors of instructional leadership in subject coordinators.

The participants in this qualitative study were 24 subject coordinators in elementary schools in Israel. Data collection was based on semi-structured interviews, and data analysis included three stages: sorting, coding and categorizing.

The findings identified three significant enabling factors of instructional leadership in subject coordinators: pedagogical knowledge, relationship capability and support from the principal.

This study suggests that the enabling factors of instructional leadership in subject coordinators differ from those of instructional leadership in principals because of their different places in the school structure and explains the enablers of instructional leadership in subject coordinators as middle leaders.

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Enabling factors of instructional leadership in subject coordinators10.1108/JEA-09-2023-0223Journal of Educational Administration2024-03-04© 2024 Emerald Publishing LimitedHaim ShakedJournal of Educational Administration6222024-03-0410.1108/JEA-09-2023-0223https://www.emerald.com/insight/content/doi/10.1108/JEA-09-2023-0223/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Emerald Publishing Limited
Unveiling leadership priorities: a comparative study of principal time use across high school typeshttps://www.emerald.com/insight/content/doi/10.1108/JEA-05-2023-0118/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestAs responsibilities of high school principals continue to expand, their workweeks become longer, and their attention is stretched in multiple directions. How principals from various school types use their time is influenced by their organizational structures and external policies. To gain deeper insights into the workload, priorities and constraints faced by high school principals, this study examines principal time use (PTU) patterns across different school types, including traditional public schools (TPSs), charter schools, Catholic schools and non-Catholic private schools. Drawing on the national representative data from the High School Longitudinal Study of 2009 in the USA, this study examines and compares PTU in various leadership tasks across different school types, controlling for school and principal characteristics. Among various high school types, principals in TPS had the longest workweeks. However, the extended workweek did not necessarily result in significantly more hours or a larger proportion of their time dedicated to instructional leadership. Instead, TPS principals allocated more time to administrative tasks and student affairs than principals in other school types. By examining PTU of different school types, this study adds new evidence on the influence of contextual factors on leadership behavior. It also offers policy implications to enhance principals’ capacities, alleviate their workload and to prioritize time use in different leadership domains.Unveiling leadership priorities: a comparative study of principal time use across high school types
Yongmei Ni, Bichu Li, Yu Su, Jiangang Xia
Journal of Educational Administration, Vol. 62, No. 2, pp.255-273

As responsibilities of high school principals continue to expand, their workweeks become longer, and their attention is stretched in multiple directions. How principals from various school types use their time is influenced by their organizational structures and external policies. To gain deeper insights into the workload, priorities and constraints faced by high school principals, this study examines principal time use (PTU) patterns across different school types, including traditional public schools (TPSs), charter schools, Catholic schools and non-Catholic private schools.

Drawing on the national representative data from the High School Longitudinal Study of 2009 in the USA, this study examines and compares PTU in various leadership tasks across different school types, controlling for school and principal characteristics.

Among various high school types, principals in TPS had the longest workweeks. However, the extended workweek did not necessarily result in significantly more hours or a larger proportion of their time dedicated to instructional leadership. Instead, TPS principals allocated more time to administrative tasks and student affairs than principals in other school types.

By examining PTU of different school types, this study adds new evidence on the influence of contextual factors on leadership behavior. It also offers policy implications to enhance principals’ capacities, alleviate their workload and to prioritize time use in different leadership domains.

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Unveiling leadership priorities: a comparative study of principal time use across high school types10.1108/JEA-05-2023-0118Journal of Educational Administration2024-03-01© 2024 Emerald Publishing LimitedYongmei NiBichu LiYu SuJiangang XiaJournal of Educational Administration6222024-03-0110.1108/JEA-05-2023-0118https://www.emerald.com/insight/content/doi/10.1108/JEA-05-2023-0118/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Emerald Publishing Limited
Leadership coaching relationships: a qualitative examination of underlying factorshttps://www.emerald.com/insight/content/doi/10.1108/JEA-01-2023-0018/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis study explores factors that influence the initiation of leadership coaching relationships that include externally employed coaches and school administrators. This qualitative research study includes semi-structured interviews, observations and documents collected across three academic years within the context of a university-based leadership coaching program. Participants included six leadership coaches and six school administrators who participated in the program. Qualitative analysis indicates that gender and race, prior professional experience, pre-existing professional relationships and the complexity of the district’s organizational structure influence the initiation of the coaching relationship. Confidentiality restrictions imposed by the program limit opportunities for member checking and other forms of triangulation. Additional data collection using more expansive research methods would help address this limitation. This study contributes to the sparse literature about leadership coaching with school administrators by describing how different factors influence initiation coaching relationships.Leadership coaching relationships: a qualitative examination of underlying factors
Chad R. Lochmiller
Journal of Educational Administration, Vol. ahead-of-print, No. ahead-of-print, pp.-

This study explores factors that influence the initiation of leadership coaching relationships that include externally employed coaches and school administrators.

This qualitative research study includes semi-structured interviews, observations and documents collected across three academic years within the context of a university-based leadership coaching program. Participants included six leadership coaches and six school administrators who participated in the program.

Qualitative analysis indicates that gender and race, prior professional experience, pre-existing professional relationships and the complexity of the district’s organizational structure influence the initiation of the coaching relationship.

Confidentiality restrictions imposed by the program limit opportunities for member checking and other forms of triangulation. Additional data collection using more expansive research methods would help address this limitation.

This study contributes to the sparse literature about leadership coaching with school administrators by describing how different factors influence initiation coaching relationships.

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Leadership coaching relationships: a qualitative examination of underlying factors10.1108/JEA-01-2023-0018Journal of Educational Administration2024-03-12© 2024 Emerald Publishing LimitedChad R. LochmillerJournal of Educational Administrationahead-of-printahead-of-print2024-03-1210.1108/JEA-01-2023-0018https://www.emerald.com/insight/content/doi/10.1108/JEA-01-2023-0018/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Emerald Publishing Limited
Translating team-member exchange relationships to school outcomes: the mediating role of leader-member exchangehttps://www.emerald.com/insight/content/doi/10.1108/JEA-06-2023-0129/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestRelying on the principles of the social exchange theory, the current study is aimed at investigating the impact of team-member exchange relationships (TMX) among school management team (SMT) members on school outcomes (organizational citizenship behavior [OCB], job satisfaction and innovation) via the mediating role of leader-member exchange (LMX) relationships between principals and SMTs. Data were collected from multiple sources in 86 elementary and junior high schools to avoid one-source bias: 86 principals, 357 SMT members and 683 schoolteachers who were not members of the management teams. The results revealed a positive relationship between TMX and teachers' job satisfaction and OCB, but no significant link between TMX and innovation. LMX partially mediated the relationship between TMX and OCB and between TMX and teachers' job satisfaction. Full mediation was found in TMX-innovation relationship. The findings carry a message for school principals and policymakers regarding the importance of developing and maintaining high-quality horizontal and vertical exchange relationships among the SMT members for their positive influence on school outcomes. To the best of the authors' knowledge, this is the first study to examine the link between TMX and LMX as a team phenomenon, and specifically in the educational setting. The finding that there is a positive link between the two constructs may imply that SMTs contribute to school success not only directly by exhibiting high-quality TMX but also indirectly through the high-quality LMX.Translating team-member exchange relationships to school outcomes: the mediating role of leader-member exchange
Dalia Birani-Nasraldin, Ronit Bogler, Anit Somech
Journal of Educational Administration, Vol. ahead-of-print, No. ahead-of-print, pp.-

Relying on the principles of the social exchange theory, the current study is aimed at investigating the impact of team-member exchange relationships (TMX) among school management team (SMT) members on school outcomes (organizational citizenship behavior [OCB], job satisfaction and innovation) via the mediating role of leader-member exchange (LMX) relationships between principals and SMTs.

Data were collected from multiple sources in 86 elementary and junior high schools to avoid one-source bias: 86 principals, 357 SMT members and 683 schoolteachers who were not members of the management teams.

The results revealed a positive relationship between TMX and teachers' job satisfaction and OCB, but no significant link between TMX and innovation. LMX partially mediated the relationship between TMX and OCB and between TMX and teachers' job satisfaction. Full mediation was found in TMX-innovation relationship.

The findings carry a message for school principals and policymakers regarding the importance of developing and maintaining high-quality horizontal and vertical exchange relationships among the SMT members for their positive influence on school outcomes.

To the best of the authors' knowledge, this is the first study to examine the link between TMX and LMX as a team phenomenon, and specifically in the educational setting. The finding that there is a positive link between the two constructs may imply that SMTs contribute to school success not only directly by exhibiting high-quality TMX but also indirectly through the high-quality LMX.

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Translating team-member exchange relationships to school outcomes: the mediating role of leader-member exchange10.1108/JEA-06-2023-0129Journal of Educational Administration2024-03-19© 2024 Emerald Publishing LimitedDalia Birani-NasraldinRonit BoglerAnit SomechJournal of Educational Administrationahead-of-printahead-of-print2024-03-1910.1108/JEA-06-2023-0129https://www.emerald.com/insight/content/doi/10.1108/JEA-06-2023-0129/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Emerald Publishing Limited