Instructional Leadership, Differentiated Instruction, Community of Practice, and Student Wellbeing: Based on the Perspective of the Principal Strengthening Training Policy; [Mokymo lyderystė, diferencijuotas mokymas, praktikos bendruomenė ir mokinių gerovė: mokymo politikos stiprinimas iš mokyklos vadovo perspektyvos]

Aris Riyadi; Ibrahim Bafadal; Burhanuddin; Agus Timan

doi:10.15823/p.2023.149.1

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Instructional Leadership, Differentiated Instruction, Community of Practice, and Student Wellbeing: Based on the Perspective of the Principal Strengthening Training Policy; [Mokymo lyderystė, diferencijuotas mokymas, praktikos bendruomenė ir mokinių gerovė: mokymo politikos stiprinimas iš mokyklos vadovo perspektyvos]

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Aris Riyadi, Ibrahim Bafadal, Burhanuddin, Agus Timan

2023 Pedagogika Vol. 149 Issue 1 Article Cited by 4 SDG 4

Abstract

Annotation. This study aimed to examine the relationship between the principal's instructional leadership, differentiated instruction, community of practice, and student wellbeing. This study uses multiple regression analysis with the consistent PLS. The results showed that instructional leadership has a positive relationship with differentiated instruction and a community of practice. Differentiated instruction and community of practice have a positive relationship with student wellbeing. © 2023, Vilnius Pedagogical University. All rights reserved.

Affiliations

Malang State University, Faculty of Education, Department of Educational Administration, Jl. 5 Semarang, East Java, Malang, IDN-65145, Indonesia

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