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Teachers involved in school improvement: Analyzing mediating mechanisms of teachers’ boundary-crossing activities between leadership perception and teacher involvement
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Publication date
Authors
Rechsteiner, Beat
Compagnoni, Miriam
Wullschleger, Andrea
Schäfer, Lisa Maria
Rickenbacher, Ariane
Maag Merki, Katharina
Journal Title
Journal ISSN
Volume Title
Publisher
Elsevier
Abstract
Teachers are drivers for change in school improvement. However, not all teachers participate in further
developing schools' educational practice. This study aimed to understand conditional factors in teachers'
involvement. To this end, we analyzed teachers' leadership perception and boundary-crossing activities
aimed at increasing professional capital. Structural equation modeling analyses based on a sample of
N ¼ 1232 teachers at N ¼ 59 schools indicated partial mediations of cognitive and social boundarycrossing activities on the relationship between leadership perception and involvement. This study
contributes to the literature by illuminating the potential of teachers’ activities to enhance professional
capital for school improvement.
Description
Keywords
Teacher involvement, Professional development, School improvement, Teacher participation, Leadership role, Boundary crossing
Citation
DOI of the original publication
Citation
Rechsteiner, B., Compagnoni, M., Wullschleger, A., Schäfer, L. M., Rickenbacher, A., & Maag Merki, K. (2022). Teachers involved in school improvement: Analyzing mediating mechanisms of teachers’ boundary-crossing activities between leadership perception and teacher involvement. Teaching and Teacher Education, 116(2). https://doi.org/10.1016/j.tate.2022.103774