Scrutinising Driving Forces: Principal Leadership and Academic Emphasis for Teacher Leadership in Schools
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Abstract
Teacher leadership requires empirical evidence to reinforce several antecedent influences identified in recent reviews. This study attempts to examine the relationship between principal leadership and teacher leadership with academic emphasis in schools as a mediator. The study utilised a cross-sectional survey design. To verify the hypothesised research model, survey data was collected from a sample of 370 teachers working the schools of Maldives. Partial least squares structural equation modelling was used for data analysis in this study. Findings revealed that principal leadership has a positive direct effect on teacher leadership and academic emphasis. Findings also demonstrated that academic emphasis is directly related to teacher leadership. The findings affirmed the role of academic emphasis as a significant mediator between principal leadership and teacher leadership. Besides contributing to knowledge in the area of teacher leadership, importance of both principal leadership and academic emphasis in cultivating teacher leadership were highlighted. Principals are recommended to enhance academic emphasis for teacher leadership to thrive.
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