Integrative Effects of Instructor Leadership and Instructor-Learner Associations on Academic Performance: A Meta-Synthesis
Mohammad Azizi
1
(
Department of English, Farabi University, Tehran, Iran.
)
Narges Tavassoli Estahbanati
2
(
English Department, Shahid Rajaei University, Tehran, Iran
)
کلید واژه: Instructor Leadership, Instructor-Learner Associations, Academic Achievement, Meta-Synthesis,
چکیده مقاله :
This meta-synthesis delves into the joint effects of instructor leadership and Instructor-learner associations on learners' academic success. The analysis, based on findings from 18 meta-analyses on instructor relationships and 21 studies on instructor leadership, focuses on three main research questions: the association between various types of instructor associations and academic performance, the influence of instructor leadership on learner achievement, and the interplay between these factors. The hypotheses anticipated that both instructor-learner associations and instructor associations would positively impact learner performance, with an even greater effect when combined. Through rigorous statistical analyses using the random effects model, the study showed that positive instructor relationships, particularly within the school community (ES = .38), substantially enhance academic achievement, whereas negative relationships, especially intrapersonal ones (ES = -.26), have harmful effects. Instructor leadership demonstrated a small but significant positive correlation with learner achievement (r = .17), with the greatest effects observed in curriculum improvements (r = .23) and professional development (r = .16). The synergy between instructor leadership and positive relationships optimizes learner achievement. These findings corroborate initial hypotheses and previous research, highlighting the significance of collaborative school environments and instructor development. However, the study also noted limitations such as high heterogeneity, potential publication bias, and inconsistencies in measurement. Future research should consider longitudinal studies, context-specific investigations, and standardized measures. The practical implications suggest that educators and policymakers should prioritize professional development, foster collaborative cultures, and empower instructor leadership to enhance educational outcomes. This meta-synthesis emphasizes the crucial role of instructor leadership and positive instructor-learner relationships in endorsing academic achievement, advocating for integrated strategies to create effective learning environments.
چکیده انگلیسی :
This meta-synthesis delves into the joint effects of instructor leadership and Instructor-learner associations on learners' academic success. The analysis, based on findings from 18 meta-analyses on instructor relationships and 21 studies on instructor leadership, focuses on three main research questions: the association between various types of instructor associations and academic performance, the influence of instructor leadership on learner achievement, and the interplay between these factors. The hypotheses anticipated that both instructor-learner associations and instructor associations would positively impact learner performance, with an even greater effect when combined. Through rigorous statistical analyses using the random effects model, the study showed that positive instructor relationships, particularly within the school community (ES = .38), substantially enhance academic achievement, whereas negative relationships, especially intrapersonal ones (ES = -.26), have harmful effects. Instructor leadership demonstrated a small but significant positive correlation with learner achievement (r = .17), with the greatest effects observed in curriculum improvements (r = .23) and professional development (r = .16). The synergy between instructor leadership and positive relationships optimizes learner achievement. These findings corroborate initial hypotheses and previous research, highlighting the significance of collaborative school environments and instructor development. However, the study also noted limitations such as high heterogeneity, potential publication bias, and inconsistencies in measurement. Future research should consider longitudinal studies, context-specific investigations, and standardized measures. The practical implications suggest that educators and policymakers should prioritize professional development, foster collaborative cultures, and empower instructor leadership to enhance educational outcomes. This meta-synthesis emphasizes the crucial role of instructor leadership and positive instructor-learner relationships in endorsing academic achievement, advocating for integrated strategies to create effective learning environments.
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