The Relationship Between Principals’ Transformational Leadership and Professional Learning Communities: A Moderated Moderation Effect of Parental School Involvement and School Socioeconomic Status
This research aims to analyze how principals' transformational leadership influences teacher learning communities, considering the moderating effects of parental involvement and socioeconomic context.
Utilized data from the 2023 Gyeonggi Educational Survey on elementary schools.
Applied a moderated moderation model for analysis.
Examined statistical interactions between school leadership, parental involvement, and socioeconomic status.
The impact of leadership on teacher learning communities varies significantly depending on parental involvement levels within higher socioeconomic contexts.
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Implication
Investigates the impact of school leadership on teacher learning communities, highlighting socioeconomic factors.
Abstract
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