Abstract
Researchers have been trying to identify through which ‘path’ the principal’s leadership practice is most impactful to the quality of teaching and learning as a preferred outcome. On the other hand, there is some evidence that its influence on student learning is indirect. This study seeks to contribute to the knowledge regarding influence of school leadership on teacher professional learning by investigating their relationship using a social network analysis (SNA) approach in Indonesian context. SNA is applied to examine the level of leadership influence in the observed schools. Social network analysis measurement is going to be used to analyse the relations among variables. This research wants to offer insights to Indonesian policymakers and practitioners on how they could support teachers professional learning in a society where the influence of leadership on teaching and learning is still poorly explored in network perspective. Preliminary result of this research in progress shows that although the principal still has significant influence on teacher professional learning, there are influential individuals outside formal leadership hierarchy. It is one of evidence of a shared/distributed leadership in practice with which further exploration could identify the attributes and practice lead to higher organisational effectiveness and agility.
Author Information
Lita Mariana, Universitas Indonesia, Indonesia
Mone Stepanus Andrias, Universitas Indonesia, Indonesia
Paper Information
Conference: ACEID2023
Stream: Educational policy
This paper is part of the ACEID2023 Conference Proceedings (View)
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To cite this article:
Mariana L., & Andrias M. (2023) Relegating School Principal Leadership From Teacher Professional Learning: Social Network Analysis Approach ISSN: 2189-101X – The Asian Conference on Education & International Development 2023 Official Conference Proceedings https://doi.org/10.22492/issn.2189-101X.2023.61
To link to this article: https://doi.org/10.22492/issn.2189-101X.2023.61
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