Examining principal leadership effects on teacher professional learning in China
A multilevel analysis
Datos Bibliográficos
| ID | 21784366 |
|---|---|
| Autores | Liang Huang (0000-0003-1759-7328, autor de correspondencia), Yating Huang (0000-0002-8097-765X), Shike Zhou |
| Año | 2023 |
| Volumen | 51 |
| Número | 6 |
| Páginas | 1278-1300 |
| Fecha de publicación | 2023-11-01 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Educational Management Administration & Leadership (JOURNAL) |
| Identificadores de la revista | ISSN: 1741-1432 • E-ISSN: 1741-1440 |
| Editorial | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/17411432211041626 |
| OpenAlex | W3202612044 |
| Idioma | EN |
| Citas recibidas | 9 |
| Referencias citadas | 68 |
While principal leadership has been exercised in day-to-day practices to address the needs of teachers as professional learners, empirical studies regarding its effects on teacher professional learning have not increased proportionally. Using a sample of 255 secondary school principals and 2756 teachers from four provinces of Beijing, Shanghai, Jiangsu, and Guangdong in China (B-S-J-G-China) who participated in the 2015 Program for International Student Assessment (PISA 2015), this study employed a two-level hierarchical linear modeling to examine principal leadership effects on teacher professional learning. Results showed that principal leadership practices explained a large proportion of between-school variance in teacher learning. Principals’ developing people had positive effects on both personal and collaborative learning. Principals’ instructional improvement had a positive effect on collaborative learning, while principals’ facilitating teacher participation had a negative effect on collaborative learning. The implications for improving principals’ role in promoting teacher learning are also discussed
Beijing · China · Educational leadership · Faculty Development · Instructional leadership · Mathematics education · Multilevel model · Pedagogy · Political science · Professional development · Professional learning community · Collaborative Teaching and Inclusion · Psychology · Teacher Education and Leadership Studies
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| Obras citantes distintas | 9 |
|---|---|
| Citas por año | 3 |
| Intervalo de citas | 2023 - 2026 (4) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 9 |