This paper aims to showcase the value of implementing a Bayesian framework to analyze and report results from international large-scale assessments and provide guidance to users who want to analyse ILSA data using this approach. The motivation for this paper stems from the recognition that Bayesian statistical inference is fast becoming a popular…

The complexity of contemporary schools necessitates principals supporting teachers to become teacher leaders while also supporting their instructional practices. Drawing on data from the 2018 Teaching and Learning International Survey, principal and teacher surveys examined how principal instructional support and a climate of shared leadership are…

Purpose: 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…

We combined network analysis and meta-analysis to systematically review the literature on the Teaching and Learning International Survey, focusing on the interplay between leadership practices and school-level conditions. Our initial network analysis utilized 83 nodes (variables in the reviewed studies) and 214 ties (variable associations),…

The dearth of large-scale profile studies in the context of the Republic of Korea (hereafter Korea) has limited the understanding of classroom praxis and factors that predict instructional practices. To fill this gap, we employed the data from the 2018 Teaching and learning international survey to identify instructional profiles of Korean…

Research evidence has suggested distributed leadership might help improve school outcomes, but the conceptualization and operationalization of distributed leadership itself remain inconsistent, and the evidence of distributed leadership on many school outcomes is far from complete. This research used the multi-country 2013 Teaching and Learning…

The purpose of this study is to examine leadership for learning practices across the world by establishing profiles of leadership at school and country levels. Consequently, the study brings to our attention the (ir)relevance of school and system features for leadership for learning. The paper contributes to the field through the use of an…

Professional Development (PD) is regarded a critical channel through which teacher instructional effectiveness improves. However, research shows that teacher discontent with PD is widespread. Bridging literature in organisational decision and labour economics, this study theorises that variation in how schools collect, process and respond to…

How do teachers perceive and experience the impact of evaluation feedback across various domains of their work? This study investigates whether there are qualitatively distinct groups of teachers in the United States based on teacher perceived impact of evaluation feedback using the 2013 Teaching and Learning International Survey (TALIS 2013).…

Background/Context: The level of satisfaction and well-being teachers experience are important determinants of teaching effectiveness and their decision to stay in the profession. Although school climate is generally associated with teacher outcomes, identifying the aspects that matter most to teacher satisfaction and well-being could contribute…

This present research proposed a whole-school approach collaboration model to assess its effects on the job satisfaction of teacher educators in the United States and China. It aims to identify differences in how collaboration influences job satisfaction among American and Chinese teachers, drawing data from the 2018 Teaching and Learning…

Purpose: This study examined the impact of school leadership on teacher professional collaboration, with collective teacher innovativeness and teacher self-efficacy (TSE) playing the mediating role. Two most commonly used leadership styles, instructional leadership (IL) and distributed leadership (DL), were analyzed using a multilevel design, i.e.…

In the literature, studies examined either distributed leadership's (DL), or principal instructional leadership's (PIL) effect on student learning. However, few studies examined the relationship between DL and PIL, and it is unknown to what extent DL supports PIL. We explored this gap by examining both principals' and teachers' perception data of…

Classroom discipline is a significant concern in most educational systems and a critical element of an effective learning environment. In this article, we present a multilevel analysis of teachers' perceived classroom discipline (PCD) in Portugal, using data from the TALIS 2013. Portuguese teachers perceived slightly more classroom discipline…

There is no generally accepted model for the continuous professional development of teachers (CPD). Different education policies in different countries reflect the implementation of different practices, although the goal is the same: to improve the quality of education. The reasonable goal of this study is to contribute with an editable and…