Transformational Leadership and the Learner-Centred Teaching Approach

Autor/inn/en	Magaña-Medina, Deneb Elí; Aquino-Zúñiga, Silvia Patricia; Valdés-Cuervo, Angel Alberto; Parra-Pérez, Lizeth Guadalupe
Titel	Transformational Leadership and the Learner-Centred Teaching Approach
Quelle	In: South African Journal of Education, 41 (2021), Artikel 1932 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Magaña-Medina, Deneb Elí) ORCID (Aquino-Zúñiga, Silvia Patricia) ORCID (Valdés-Cuervo, Angel Alberto) ORCID (Parra-Pérez, Lizeth Guadalupe)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Transformational Leadership; Student Centered Learning; Principals; Educational Environment; Teacher Motivation; Teacher Student Relationship; Rural Education; Secondary Schools; Secondary School Teachers; Foreign Countries; Mexico + Suchen Sie Ihr Suchwort? Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Principal; Schulleiter; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Teacher student relationships; Lehrer-Schüler-Beziehung; Ländliche Erwachsenenbildung; Sekundarschule; Ausland; Mexiko
Abstract	Adopting learner-centred teaching approaches is important to advance student performance in Mexican rural communities, which have historically been disadvantaged. Yet, little research exists on the factors that might promote the use of this teaching approach. In the study reported on here we examined the associations between principals' transformational leadership, school climate, teacher commitment to learners, and learner-centred teaching practices. In total, 174 teachers were selected from 26 tele-secondaries in the state of Tabasco, Mexico. A structural equation model was calculated. Results do not provide evidence to support a direct association between transformational leadership and the use of learner-centred teaching. However, an indirect relationship was found between the effects of school climate and teacher commitment. These findings indicate that enhancing school climate and teachers' commitment through a transformational leadership style are key to foster an environment for learner-centred teaching. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01