Research evidence regarding the relative effects of instructional leadership and distributed leadership on teacher job satisfaction and self-efficacy is limited; it is even less evidential when the indirect effects of mediation variables between school leadership and teacher outcomes, including supportive school culture and teacher collaboration, are added to the total effects. In this study, the six aforementioned variables are added to one model focusing on both the direct effects instructional and distributed leadership have on teacher job satisfaction and self-efficacy, and the indirect effects through the mediation variables of supportive school culture and teacher collaboration. Using the 2013 Teaching and Learning International Survey data, this research applied a rigorous structural equation model (SEM)with the design-based approach using the balanced repeated replication (BRR) weights. The results suggest that distributed leadership and instructional leadership are both positively and directly associated with teacher job satisfaction and teacher self-efficacy, respectively. Meanwhile, distributed leadership is positively and indirectly associated with both teacher job satisfaction and self-efficacy, while instructional leadership is indirectly associated with teacher job satisfaction through the mediation effects of supportive school culture and teacher collaboration.

The purpose of this study is to reveal the extent to which different leadership models in education are studied, including the change in the trends of research on each model over time, the most prominent scholars working on each model, and the countries in which the articles are based. The analysis of the related literature was conducted by first employing a bibliometric analysis of the research and review papers indexed in the Web of Science database between 1980 and 2014. Then, a more in-depth analysis of selected papers was done using the content analysis method. The results showed that there has been increasing interest in leadership models in educational research over time. Distributed leadership, instructional leadership, teacher leadership, and transformational leadership are the most studied leadership models in educational research. It was also found that related research increasingly focuses on the effects of leaders on organizational behaviors/conditions and on student achievement. Accordingly, usage of quantitative methodology has significantly increased during the last decade. Possible reasons for these changes, implications, and recommendations for future research are also discussed.

The presented paper aims to examine the influence of principal leadership on teaching practices in order to reveal direct and indirect effects of instructional and distributed leadership models on teachers’ instructional quality, with the mediating effect of teacher collaboration and job satisfaction. This research conducted secondary data analysis using the Teaching and Learning International Survey (TALIS) 2013 dataset collected by the Organisation for Economic Co-operation and Development (OECD). Multilevel structural equation modeling (SEM) was applied to the analysis of the data. The results suggested a significant direct effect of principals’ instructional leadership on instructional quality, while the effect of distributed leadership was mainly indirect, mediated by teacher collaboration and job satisfaction.

The current study investigates a mediated-effects model of distributed leadership and teacher professional learning. The model proposes that teacher trust in school principal and teacher work motivation act as mediators of distributed leadership effects on teacher professional learning. The study is based on survey data collected from 327 teachers employed in public primary schools in Turkey. The results show that distributed leadership has positive indirect effects on teacher professional learning. Both teacher trust in school principal and teacher work motivation mediate the effects of distributed leadership on teacher professional learning. This study contributes to a growing body of research evidencing a positive link between distributed leadership and teacher professional learning.

The issue of social justice (SJ) leadership has become one of the central topics in educational leadership and management research in recent years. Despite increasing attention to the topic among policymakers and researchers during the last two decades, no comprehensive review of SJ leadership research has been conducted. By using bibliographic data from the Scopus database and employing various bibliometric analysis tools, this paper presents a systematic review of SJ leadership research, tracing its development and characteristics within a broad perspective. Results identify the key scholars, sources, and documents in the field of SJ leadership, as well as the most used concepts and their interconnections. A serious imbalance in the SJ leadership literature is also identified, with few studies from non-Western societies. Possible avenues for future research and review studies are suggested.