PreprintArticleVersion 1Preserved in Portico This version is not peer-reviewed
How Distributed Leadership Affects Social and Emotional Competence in Adolescents: the Chain Mediating Role of Student-Centered Instructional Practices and Teacher
Version 1
: Received: 20 December 2023 / Approved: 21 December 2023 / Online: 21 December 2023 (16:03:46 CET)
How to cite:
Li, Z.; Li, Q.; Liu, W. How Distributed Leadership Affects Social and Emotional Competence in Adolescents: the Chain Mediating Role of Student-Centered Instructional Practices and Teacher. Preprints2023, 2023121663. https://doi.org/10.20944/preprints202312.1663.v1
Li, Z.; Li, Q.; Liu, W. How Distributed Leadership Affects Social and Emotional Competence in Adolescents: the Chain Mediating Role of Student-Centered Instructional Practices and Teacher. Preprints 2023, 2023121663. https://doi.org/10.20944/preprints202312.1663.v1
Li, Z.; Li, Q.; Liu, W. How Distributed Leadership Affects Social and Emotional Competence in Adolescents: the Chain Mediating Role of Student-Centered Instructional Practices and Teacher. Preprints2023, 2023121663. https://doi.org/10.20944/preprints202312.1663.v1
APA Style
Li, Z., Li, Q., & Liu, W. (2023). How Distributed Leadership Affects Social and Emotional Competence in Adolescents: the Chain Mediating Role of Student-Centered Instructional Practices and Teacher. Preprints. https://doi.org/10.20944/preprints202312.1663.v1
Chicago/Turabian Style
Li, Z., Qiong Li and Wei Liu. 2023 "How Distributed Leadership Affects Social and Emotional Competence in Adolescents: the Chain Mediating Role of Student-Centered Instructional Practices and Teacher" Preprints. https://doi.org/10.20944/preprints202312.1663.v1
Abstract
The study aimed to investigate how distributed leadership influences adolescents' social and emotional competence, considering the roles of student-centered instructional practices and teacher self-efficacy. Utilizing survey data from 7,246 Suzhou adolescents enrolled in the SESS program, the study employed multilevel structural equation modeling for analysis. The findings indicated a positive correlation between distributed leadership and adolescents' social and emotional competence, as evaluated by teachers. Moreover, distributed leadership was observed to exert an indirect impact on adolescents' self-assessment and teacher-rated social and emotional competence. This influence operated through several mediators: student-centered instructional practices, teacher self-efficacy, and the sequential mediating pathway of student-centered instructional practices → teacher self-efficacy. This study underscores the significance of supportive elements in fostering students' social and emotional competence. It offers valuable insights into the everyday practices of teachers, principals, and administrators. Additionally, it sheds light on how distributed leadership contributes to enhancing adolescents' overall social and emotional development.
Keywords
distributed leadership; student-centered instructional practices; teacher self-efficacy; adolescent social and emotional competence
Subject
Social Sciences, Education
Copyright:
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
