How does leadership for learning influence student engagement? A multiple mediation study of school culture and teacher academic optimism

Purpose This study explores the influence of Leadership for Learning (LFL) on school culture within a competing values framework to understand its characteristics. It also analyzes the multiple mediation model of how LFL impacts Student Engagement (SE), thereby demonstrating the mediating roles of school culture and Teacher Academic Optimism (TAO). Design/methodology/approach This study employs a multilevel structural equation model to examine the multiple mediation relationships regarding LFL, school culture within a competing values framework, TAO, and SE. Data were collected through a survey of junior high school teachers in Taiwan, yielding 2,721 valid responses from 158 schools. Findings Notably, LFL had significant effects on all four types of school cultures within a competing values framework, with the strongest influence on Open Systems and Rational Goal. Among the four types of school cultures, only Rational Goal had a significant effect on TAO and SE. Therefore, in the multiple mediation model of LFL, it was found that LFL influenced TAO and SE solely through RG, ultimately producing a multiple mediation effect on SE. Originality/value This study confirms that LFL is a goal-oriented leadership practice that strongly emphasizes improving learning. Through this goal-oriented school culture, LFL impacts TAO and SE, forming a multiple mediation relationship. This deepens our understanding of the characteristics of LFL, which constitutes the main contribution of this study.