From Instructional Leadership to Student Learning: A Systematic Review of Teacher-Level Mechanisms

Abstract

Although there is a strong correlation between instructional leadership and student learning, it is still unclear what teacher-level mechanisms underlie this association. The empirical data on teacher-level mechanisms connecting instructional leadership and student learning was compiled in this systematic study. 37 studies that satisfied the inclusion criteria were found through a thorough search. Four major categories of mechanisms were found: instructional and behavioural, professional learning and expertise, relational and collaborative, and psychological and agency-related. Along with autonomy, professional agency, trust, commitment, cooperation, professional learning, and instructional practice, teacher self-efficacy was the mechanism that was studied the most. According to the data, these mechanisms are not discrete mediators but rather interrelated ones. More research looked at connections between instructional leadership and teacher-level mechanisms without assessing the entire pathway to student learning, while several studies found single, multiple, or serial mediation pathways to student results. Therefore, there is still little data to support a comprehensive leadership-teacher-student pathway, especially considering the use of cross-sectional designs. An evidence-based framework is presented based on the synthesis, wherein teacher-level mechanisms link leadership with instructional practice and student learning, while instructional leadership serves as an upstream condition. Additionally, the framework acknowledges the importance of organisational and educational setting. To investigate how these systems interact over time and in different contexts, further multilevel and longitudinal research is required.