Purpose: Over the past years “leadership for learning” (LFL) has become popular among educational scholars. LFL refers to the idea that effective leaders demonstrate a contextually contingent mix of instructional, transformational, and shared leadership practices that may have differential effects at various organizational levels. These assumptions have rarely been investigated within a coherent empirical design. We examine the shared and differential effects of LFL on teachers’ job satisfaction and organizational commitment, which are relevant antecedents for learning, improvement, and change on all levels of a school. Method: Drawing on survey data (nteachers = 3,746, nschools = 126) from Germany and on well-established instruments like the Multifactor Leadership Questionnaire or Teaching and Learning International Survey, multilevel associations of LFL and teachers’ job satisfaction and organizational commitment were explored. This was done by applying doubly latent structural equation models. Findings: Our results indicate that (1) it is statistically necessary to model perceived leadership practices as a multilevel construct, (2) shared leadership is a strong predictor of individual and shared job satisfaction and organizational commitment of teachers whereas (3) individual consideration only shows significant associations on the individual level (4) that LFL is contextually sensitive. Implications for Research and Practice: Findings make a strong case for studying LFL within a multilevel framework and also for applying complex study and analytical designs, which should take the complexity of the theoretical assumptions into consideration all the way along from questionnaire design, through the process of data collection up to the point of data analysis.

中文翻译：

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学习型领导对教师组织承诺和工作满意度的差异和共享效应：多层次视角

目的：在过去的几年里，“学习领导力”（LFL）在教育学者中很流行。LFL 指的是这样一种观点，即有效的领导者展示了可能在不同组织层面产生不同影响的教学、变革和共享领导实践的情境性组合。这些假设很少在连贯的经验设计中进行研究。我们研究了 LFL 对教师工作满意度和组织承诺的共享和差异影响，这是学校各级学习、改进和变革的相关前提。方法：利用来自德国的调查数据（nteachers = 3,746，nschools = 126）和成熟的工具，如多因素领导力问卷或教学国际调查，探索了 LFL 与教师工作满意度和组织承诺的多层次关联。这是通过应用双潜在结构方程模型来完成的。发现：我们的结果表明：（1）将感知领导实践建模为多层次结构在统计上是必要的，（2）共享领导是个人和共享工作满意度以及教师组织承诺的有力预测指标，而（3）只考虑个人显示了 LFL 对上下文敏感的个人级别 (4) 上的显着关联。对研究和实践的影响：研究结果为在多层次框架内研究 LFL 以及应用复杂的研究和分析设计提供了强有力的理由，