ERIC Number: EJ1096057
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Heeding the CALL (Comprehensive Assessment of Leadership for Learning): An Inquiry into Instructional Collaboration among School Professionals
Min, Sookweon; Modeste, Marsha E.; Salisbury, Jason; Goff, Peter T.
Journal of Educational Administration, v54 n2 p135-151 2016
Purpose: The purpose of this paper is to examine what school leadership practices are associated with a school's level of instructional collaboration among school professionals and also investigates what school characteristics are linked to the level of instructional collaboration in a school. Design/methodology/approach: This study drew data from the Comprehensive Assessment of Leadership for Learning (CALL) survey. CALL is a multi-source measure of distributed leadership, comprised of five domains of school leadership practices. Responses from 3,767 teachers and 167 administrators working at 129 schools were analyzed using ordinary least squares regression analysis. Findings: The findings show that there are significant relationships between school leadership practices and the extent of instructional collaboration taking place within schools, both in terms of quantity and quality. In particular, school leadership practices that are closely related to facilitating instruction and allocating resources are associated with a school's instructional collaboration, whereas a leadership practice related to environmental factors tends not to be significantly correlated with a school's collaborative culture. This study also found that leadership perspectives on instructional collaboration are an important predictor of both quantity and quality of collaboration among school professionals. Originality/value: This study clarifies the importance of school leadership in a collaborative culture and also provides empirical evidence of what specific practices of school leadership predict the frequencies of professional collaborative activities in school as well as their quality. In addition, this study demonstrates how schools' contextual factors are related to the level of instructional collaboration among professionals.
Descriptors: Educational Practices, Teacher Collaboration, Collegiality, Institutional Characteristics, Least Squares Statistics, Administrator Attitudes, Teacher Attitudes, Participative Decision Making, Transformational Leadership, Instructional Leadership, Teamwork, Leadership Styles, Educational Administration, Incidence, Measures (Individuals), Factor Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305A090265