Instructional Leadership as a Vehicle for Teacher Collaboration and Student Achievement. What the German PISA 2015 Sample Tells Us

Julio Gregorio Mora-Ruano, Michael Schurig, Eveline Wittmann

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12 Scopus citations

Abstract

We investigated the effects of principal instructional leadership (IL) on the frequency of two forms of teacher collaboration (TC) namely exchange and coordination of teaching (EXCHT) and professional collaboration (PROFCOLT) and their influence on student achievement (SA). Using data from the representative German PISA 2015 sample, we carry out structural equation modeling analysis to estimate the direct effects of IL on TC and of TC on SA, as well as the indirect effects of IL on SA. The analyses were conducted at the school level and only teachers belonging to the non-science group in PISA 2015 were included. After testing for the factorial validity of the instrument, only the collaboration form (EXCHT) could be retained. Our analysis suggests that principal instructional leadership can positively influence teachers’ collaboration frequency and that the remaining form of teacher collaboration is not positively related to student achievement. Our study builds on and extends research on student achievement by adding evidence about the relations between principal leadership and teacher collaboration in Germany.

Original languageEnglish
Article number582773
JournalFrontiers in Education
Volume6
DOIs
StatePublished - 25 Feb 2021

Keywords

  • Germany
  • PISA 2015
  • instructional leadership
  • mathematics
  • reading
  • structural equation modeling
  • student achievement
  • teacher collaboration

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