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Direct and Indirect Effects of School Principals' Instructional Leadership on 21st Century Pedagogy

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Title: Direct and Indirect Effects of School Principals' Instructional Leadership on 21st Century Pedagogy
Language: English
Authors: Ronit Bogler (ORCID 0000-0001-9484-974X), Adam E. Nir (ORCID 0000-0001-5173-0298)
Source: Journal of School Leadership. 2025 35(4):240-260.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 21
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Junior High Schools
Middle Schools
Secondary Education
Descriptors: Junior High School Teachers, Foreign Countries, Teacher Attitudes, Principals, Instructional Leadership, Faculty Development, Job Satisfaction, Teacher Empowerment
Geographic Terms: Israel
DOI: 10.1177/10526846251343273
ISSN: 1052-6846
Abstract: The study aimed to assess the extent to which teachers' perceptions of their school principal's instructional leadership may explain teachers' perceptions of 21st century pedagogy via the mechanisms of teachers' job satisfaction with professional development processes and their empowerment. A sample of 645 teachers affiliated with 64 Israeli public junior high schools responded to a quantitative questionnaire. Using multilevel structural equation modeling (MSEM), we found a positive relationship between the principal's instructional leadership and teachers' satisfaction with professional development (PD) processes; between teachers' satisfaction with PD processes and teachers' empowerment; and between teachers' empowerment and the three dimensions of 21st century pedagogy. Teachers' satisfaction with PD and teachers' empowerment mediated the relationship between the principal's instructional leadership and 21st century pedagogy. The study contributes to the knowledge on the link between principals' instructional leadership and pedagogy, and, specifically, to 21st century pedagogy. Instructional leaders need to be more engaged in empowering teachers, use expert knowledge about student learning, create and share knowledge among school members, and emphasize pedagogic rather than administrative tasks. As pedagogical leaders, school principals need to allow teachers to influence the design of PD processes and encourage them to participate in PD processes that will prepare them to adopt 21st century pedagogy.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1475392
Database: ERIC
FullText Text:
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  Data: Direct and Indirect Effects of School Principals' Instructional Leadership on 21st Century Pedagogy
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  Data: <searchLink fieldCode="AR" term="%22Ronit+Bogler%22">Ronit Bogler</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9484-974X">0000-0001-9484-974X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Adam+E%2E+Nir%22">Adam E. Nir</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5173-0298">0000-0001-5173-0298</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+School+Leadership%22"><i>Journal of School Leadership</i></searchLink>. 2025 35(4):240-260.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: Y
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  Data: 21
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  Data: 2025
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  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22Junior+High+School+Teachers%22">Junior High School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Principals%22">Principals</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Leadership%22">Instructional Leadership</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Job+Satisfaction%22">Job Satisfaction</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Empowerment%22">Teacher Empowerment</searchLink>
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  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Israel%22">Israel</searchLink>
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  Data: 10.1177/10526846251343273
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  Data: 1052-6846
– Name: Abstract
  Label: Abstract
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  Data: The study aimed to assess the extent to which teachers' perceptions of their school principal's instructional leadership may explain teachers' perceptions of 21st century pedagogy via the mechanisms of teachers' job satisfaction with professional development processes and their empowerment. A sample of 645 teachers affiliated with 64 Israeli public junior high schools responded to a quantitative questionnaire. Using multilevel structural equation modeling (MSEM), we found a positive relationship between the principal's instructional leadership and teachers' satisfaction with professional development (PD) processes; between teachers' satisfaction with PD processes and teachers' empowerment; and between teachers' empowerment and the three dimensions of 21st century pedagogy. Teachers' satisfaction with PD and teachers' empowerment mediated the relationship between the principal's instructional leadership and 21st century pedagogy. The study contributes to the knowledge on the link between principals' instructional leadership and pedagogy, and, specifically, to 21st century pedagogy. Instructional leaders need to be more engaged in empowering teachers, use expert knowledge about student learning, create and share knowledge among school members, and emphasize pedagogic rather than administrative tasks. As pedagogical leaders, school principals need to allow teachers to influence the design of PD processes and encourage them to participate in PD processes that will prepare them to adopt 21st century pedagogy.
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        Value: 10.1177/10526846251343273
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      – Text: English
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      – SubjectFull: Junior High School Teachers
        Type: general
      – SubjectFull: Foreign Countries
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      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Principals
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      – SubjectFull: Instructional Leadership
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      – SubjectFull: Teacher Empowerment
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      – SubjectFull: Israel
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      – TitleFull: Direct and Indirect Effects of School Principals' Instructional Leadership on 21st Century Pedagogy
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