Abstract In the Teaching and Learning International Survey (TALIS), instructional leadership is measured by the self-reports of principals on three items only. When this measure is investigated together with teacher satisfaction with current work environment, no significant associations were found in the Nordic countries participating in the TALIS 2013 round. This paper argues that a potential reason for this might be the severely underrepresented construct of instructional leadership. As an alternative approach, teacher data from the same study are used to establish two important dimensions of instructional leadership at the school level: 1) managing the instructional program and 2) developing the school learning climate. Applying multilevel structural equation modelling (MSEM), we establish two shared cluster constructs at the school level and observe significant modest relationships between these constructs and teacher job satisfaction with current work environment. The paper brings to our attention the different approaches for interpreting, exploring, and making sense of instructional leadership in international large-scale studies, such as TALIS, from the joint perspective of teachers.

中文翻译：

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在 TALIS 中开发教学领导的共享集群结构

摘要 在教学国际调查（TALIS）中，教学领导力仅通过校长在三个项目上的自我报告来衡量。当将此衡量标准与教师对当前工作环境的满意度一起进行调查时，在参与 TALIS 2013 轮次的北欧国家中未发现显着关联。本文认为，造成这种情况的一个潜在原因可能是教学领导的代表性严重不足。作为替代方法，来自同一研究的教师数据被用于建立学校层面教学领导的两个重要维度：1) 管理教学计划和 2) 发展学校学习氛围。应用多级结构方程模型（MSEM），我们在学校层面建立了两个共享集群结构，并观察到这些结构与教师对当前工作环境的工作满意度之间存在显着的适度关系。本文从教师的共同视角，让我们注意到在国际大规模研究（如 TALIS）中解释、探索和理解教学领导力的不同方法。