Principal instructional leadership and teaching for learner autonomy

A multilevel analysis of the case of South Korea

Seung-Hwan Ham, Sung-Ho Ahn, Yun Kyung Cha, Mi-Kyung Ju, Sunah Kim, Hara Ku, Sun Kyung Lee, Young Serk Park

Research output: Contribution to journalArticleResearchpeer-review

1 Citation (Scopus)

Abstract

This study aims to explore how teachers' use of instructional strategies to foster learner autonomy varies depending on principal instructional leadership. Based on a nationally representative sample of approximately 2,200 teachers in 131 middle schools in South Korea, a series of hierarchical generalized linear modeling analyses has been conducted. The main findings from this study lend credence to the idea that teachers whose school principals provide greater instructional leadership are significantly more likely to integrate instructional strategies to advance learner autonomy into their classroom teaching. This result appears very robust even after a range of variables pertaining to school and teacher characteristics is simultaneously taken into account.

Original languageEnglish
Pages (from-to)247-260
Number of pages14
JournalNew Educational Review
Volume33
Issue number3
StatePublished - 2013 Nov 15

Fingerprint

multi-level analysis
South Korea
autonomy
leadership
Teaching
teacher
principal
classroom
school

Cite this

@article{b94b35a430fd4f2db573dc544e14ac14,
title = "Principal instructional leadership and teaching for learner autonomy: A multilevel analysis of the case of South Korea",
abstract = "This study aims to explore how teachers' use of instructional strategies to foster learner autonomy varies depending on principal instructional leadership. Based on a nationally representative sample of approximately 2,200 teachers in 131 middle schools in South Korea, a series of hierarchical generalized linear modeling analyses has been conducted. The main findings from this study lend credence to the idea that teachers whose school principals provide greater instructional leadership are significantly more likely to integrate instructional strategies to advance learner autonomy into their classroom teaching. This result appears very robust even after a range of variables pertaining to school and teacher characteristics is simultaneously taken into account.",
author = "Seung-Hwan Ham and Sung-Ho Ahn and Cha, {Yun Kyung} and Mi-Kyung Ju and Sunah Kim and Hara Ku and Lee, {Sun Kyung} and Park, {Young Serk}",
year = "2013",
month = "11",
day = "15",
language = "English",
volume = "33",
pages = "247--260",
journal = "New Educational Review",
issn = "1732-6729",
number = "3",

}

Principal instructional leadership and teaching for learner autonomy : A multilevel analysis of the case of South Korea. / Ham, Seung-Hwan; Ahn, Sung-Ho; Cha, Yun Kyung; Ju, Mi-Kyung; Kim, Sunah; Ku, Hara; Lee, Sun Kyung; Park, Young Serk.

In: New Educational Review, Vol. 33, No. 3, 15.11.2013, p. 247-260.

Research output: Contribution to journalArticleResearchpeer-review

TY - JOUR

T1 - Principal instructional leadership and teaching for learner autonomy

T2 - A multilevel analysis of the case of South Korea

AU - Ham, Seung-Hwan

AU - Ahn, Sung-Ho

AU - Cha, Yun Kyung

AU - Ju, Mi-Kyung

AU - Kim, Sunah

AU - Ku, Hara

AU - Lee, Sun Kyung

AU - Park, Young Serk

PY - 2013/11/15

Y1 - 2013/11/15

N2 - This study aims to explore how teachers' use of instructional strategies to foster learner autonomy varies depending on principal instructional leadership. Based on a nationally representative sample of approximately 2,200 teachers in 131 middle schools in South Korea, a series of hierarchical generalized linear modeling analyses has been conducted. The main findings from this study lend credence to the idea that teachers whose school principals provide greater instructional leadership are significantly more likely to integrate instructional strategies to advance learner autonomy into their classroom teaching. This result appears very robust even after a range of variables pertaining to school and teacher characteristics is simultaneously taken into account.

AB - This study aims to explore how teachers' use of instructional strategies to foster learner autonomy varies depending on principal instructional leadership. Based on a nationally representative sample of approximately 2,200 teachers in 131 middle schools in South Korea, a series of hierarchical generalized linear modeling analyses has been conducted. The main findings from this study lend credence to the idea that teachers whose school principals provide greater instructional leadership are significantly more likely to integrate instructional strategies to advance learner autonomy into their classroom teaching. This result appears very robust even after a range of variables pertaining to school and teacher characteristics is simultaneously taken into account.

UR - http://www.scopus.com/inward/record.url?scp=84887324400&partnerID=8YFLogxK

M3 - Article

VL - 33

SP - 247

EP - 260

JO - New Educational Review

JF - New Educational Review

SN - 1732-6729

IS - 3

ER -