Page 44 - Educational Leadership in a Changing World

Rasa Nedzinskait˙ e-Mači¯ unien˙ e and Antonios Kafa

m (escs)

Figure 2.2
x (instlead/
Conceptual Model y (science)
schauto)
of Mediation
• The main effects of instructional leadership and school autonomy
on science achievement.
• The moderating role of escs, assessed using an interaction term
(X ×W).
• Simple slopes analysis, examining the conditional effects of in-
structional leadership and school autonomy on science achieve-
ment at different levels of escs.
The moderation model follows the equation:

Y = β 0 +β 1 X +β 2 W +β 3 (X ×W)+ε,

where W represents the moderator (escs), and X ×W represents the
interaction term. Moderation was considered statistically significant if
the coefficient β 3 was significant (p < 0.05). The conceptual model of
moderation is presented in Figure 2.3.
In the results section, we present the results of the analysis that ex-
amines the role of economic, social, and cultural status (escs) as a me-
diator and moderator in the relationships between school autonomy
(schauto), instructional leadership (instlead), and students’ sci-
ence scores in pisa 2022.

Results
Prior to conducting the mediation and moderation analyses, Pear-
son correlation coefficients were computed to examine the relation-

w (escs)

Figure 2.3
x (instlead/
Conceptual Model y (science)
schauto)
of Moderation

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