Effect of distributed leadership on teaching quality with teacher autonomy and professional collaboration as the mediators: Evidence from Singapore’s 2018 TALIS data
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Abstract
This research was a study on the data in the Teaching and Learning International Survey 2018 (TALIS), collected by the Organization for Economic Co-operation and Development (OECD). The research had 3 main objectives. Firstly, to validate a proposed causal relationship model of distributed leadership. Secondly, to analyze the direct and indirect effects of distributed leadership on teaching quality. Finally, to test the mediating effects of teacher autonomy and professional collaboration on the relationship between distributed leadership and teaching quality. The sample consisted of 3,049 teachers from 169 schools in Singapore, which were drawn through stratified sampling. The research instrument was a 15-item Likert scale questionnaire, demonstrating a reliability range of .54 to .85. The research employed structural equation modeling (SEM) and bootstrapping techniques to test mediation. The result showed that the causal relationship model fit the empirical data. Distributed leadership had both direct ( = .11) and indirect (
= .13) effects on teaching quality, with statistical significance at the .05 level. The variables in the model together explained 15 percent of the variance in teaching quality. The mediation testing with bootstrapping (95% CI) showed that professional collaboration and teacher autonomy mediated the relationship between distributed leadership and teaching quality with an effect size of .08 and .05, respectively. The findings provide insight into the shared goal and shared decision-making processes in teacher development through distributed leadership in Singapore that may apply to the Thai education system.
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