LEARNING LEADERSHIP OF SCHOOL ADMINISTRATORS AND TEACHING BEHAVIOR AFFECTING THE EFFECTIVENESS OF TEACHER PROFESSIONAL DEVELOPMENT: HIERARCHICAL LINEAR MODEL

ABSTRACT

The main aim of this research was to investigate the effects of learning leadership of school administrators and teachers’ teaching behavior toward teacher professional development. A total of 412 samples consisting of 103 school administrators and 309 teachers participated as respondents. Researchers utilized a quantitative survey design with a questionnaire instrument. Descriptive statistics were used to examine the perceived level of all variables and inferential statistics, applying hierarchical linear model using teacher and school administrator level. Results showed that all the independent variables either school administrators’ learning leadership or teachers’ teaching behaviors are positively associated to teacher professional development at significant level 0.01. Teachers’ teaching behavior was correlatively explained to the variance of teacher professional development of 20.60 percent. The learning leadership factors namely creativity and integration and advanced technologies were significantly affecting teacher professional development at 0.01 and 0.05 levels respectively. Finally, learning leadership was correlatively explained 95.50 percent to the variance of teacher professional development and learning leadership factors namely creativity and team learning were significantly affecting teachers’ teaching behavior at significant level of 0.01 and 0.05 respectively.