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The Impact of Distributed Leadership on Effective Professional Development via Organizational Innovativeness
Abstract
This chapter aims to explore to what extent distributed leadership affects effective professional development of teachers mediating organizational innovativeness in the sample of the countries participating in the TALIS 2018 survey. Accordingly, the sample consisted of 15,980 schools and 261,429 teachers from 48 countries participating in TALIS 2018. The study found that teachers' gender, education level, and experience have a significant, albeit low, effect on their thoughts on the effectiveness of professional development activities. Another important research finding has shown that school principals' distributed leadership behaviors contribute to the effectiveness of professional development activities by promoting organizational innovativeness. Based on the findings of this study, the identified variables should be considered in the development of policies and practices for teacher learning. Future research could explore multilevel models that would examine the potential impacts of various leadership styles and teacher attributes on teacher learning.
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