Joonkil Ahn

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• Ahn, J., & Bowers, A. (2023). Do teacher beliefs mediate leadership and teacher behaviors? Testing teacher self-efficacy’s mediation role between leadership for learning and teacher outcomes. Journal of Educational Administration. doi:https://doi.org/10.1108/JEA-12-2022-0227
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  AbstractPurpose – Leadership for learning emerged as an integrated leadership framework; however, attempts toestablish an empirical measurement model have been limited. Critically, not much is known about how muchteachers’ beliefs (e.g. self-efficacy) can mediate leadership for learning impact on teacher behaviors. This studyestablishes a leadership for learning measurement model and examines whether teacher self-efficacy mediatesthe effect of leadership for learning tasks on teacher collaboration, instructional quality, intention to leavecurrent schools and their confidence in equitable teaching practice.Design/methodology/approach – Drawing on the most recent 2018 Teaching and Learning InternationalSurvey (TALIS), the study employed a structural equation modeling mediation approach.Findings – Results suggested that teacher self-efficacy statistically significantly mediated 16 out of 20 of therelationships between leadership for learning task domains and teacher outcomes. Especially, in explaining thevariance in instructional quality and teacher confidence in implementing equitable teaching practices,considerable proportions of the predictive power of leadership for learning tasks were accounted for (i.e.mediated) by teacher self-efficacy.Research limitations/implications – School-wide efforts to craft the school vision for learning must becoupled with enhancing teacher self-efficacy. Critically, leadership efforts may fall short of implementingequitable teaching practice and quality instruction without addressing teacher confidence in their ability ininstruction, classroom management and student engagement.Originality/value – This study is the first of its kind to evidence teacher self-efficacy mediates leadership forlearning practice impact on teacher behaviors.Keywords Leadership for learning, Teacher self-efficacy, Mediation, Structural equation modeling,Equitable teaching practicePaper type - Research paper
• Ahn, J., Wang, Y., & Lee, Y. (2023). Interplay between leadership and school-level conditions: A review of literature on the Teaching and Learning International Survey (TALIS). Educational Management Administration & Leadership, 1-23. doi:https://doi.org/10.1177/17411432231177835
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  AbstractWe combined network analysis and meta-analysis to systematically review the literature on theTeaching and Learning International Survey, focusing on the interplay between leadership practicesand school-level conditions. Our initial network analysis utilized 83 nodes (variables in thereviewed studies) and 214 ties (variable associations), whereas our subsequent meta-analysisemployed 21 selected variable associations. Results suggested that leadership practices interplayedwith school-level conditions through multiple, interconnected variable associations with a range ofeffect sizes. First, variables concerning teacher working conditions and teacher qualifications indicatedrelatively smaller effects than teacher self-efficacy. Second, the association between teacherself-efficacy and teacher collaboration indicated the strongest effect among other variable associations,followed by the relationship between collective teacher perceptions of distributed leadershipand teacher job satisfaction. Third, variables regarding teacher perceptions of theprincipal’s leadership effectiveness had larger effect sizes than the principal’s self-assessment oftheir leadership practices. Results further suggested teacher self-efficacy and teacher collaborationas the two most prominent variables that would potentially play a bridging role between leadershippractices and school-level conditions.We provide implications for educational leadership practicesand research.
• Roegman, R., Goodwin, L., Reagan, E., Vernikoff, L., Ahn, J., & Hoang, A. (2023). Advancing Racial Equity in Extended Clinical
  Practice. Equity & Excellence in Education. doi:https://doi.org/10.1080/10665684.2022.2158395
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  AbstractIn this conceptual essay, we analyze a recent trend in teacher preparation:extended clinical practice. We unearth how this practice continues to perpetuatethe racial status quo instead of achieving educational change. We drawon institutionalized racism to examine how and why clinical practice in P-12schools, often viewed as the most important or impactful component ofteacher preparation, preserves and supports racist schooling practices andoutcomes. Our analysis highlights a set of normative assumptions withinextended clinical practice that are enacted across individual, intraorganizational,and inter-organizational levels, reinforced by color-evasivepractices disguised as color-neutrality. As we examine these assumptions, weidentify specific racialized institutional pressures across multiple contexts.We conclude with a series of recommendations for teacher preparation thataims to advance racial equity in P-12 schooling.
• Wang, Y., & Ahn, J. (2023). The more the merrier? A network analysis of construct content validity in school leadership literature. Educational Management Administration & Leadership, 1-18. doi:https://10.1177/17411432231155730
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  AbstractSchool leadership research literature has a large number of widely used constructs. Could fewerconstructs bring more clarity? This study evaluates construct content validity, defined as theextent to which a measure’s items reflect a theoretical content domain, in school leadership literature.To do so, we reviewed 29 articles that used Teaching and Learning International Survey(TALIS) as data sources to study school leadership, and developed a construct co-occurrence networkin which nodes represented constructs in the 29 reviewed articles and ties connected a pairof constructs that used the same TALIS survey items. Among the 82 constructs, 43 constructs hadoverlapping measures with one another in the TALIS literature on school leadership. Results ofnetwork analysis suggest three problematic issues with constructs of TALIS literature on schoolleadership: (1) same measures for different constructs, (2) different measures for the same constructs,and (3) missing alignment between theoretical and operational definitions. To strive forconstruct clarity, we provide four recommendations for future research: (1) efforts to preventconstruct proliferation, (2) alignment of theoretical and operational definitions, (3) rigorous evaluationof construct validity, and (4) following a fundamental principle of parsimony.