Supporting the professional learning of teachers in China: Does principal leadership make a difference?

Shengnan Liu, Philip Hallinger, Daming Feng

Research output: Contribution to journalArticlepeer-review

105 Citations (Scopus)

Abstract

The purpose of this study was to examine the influence of learning-centered leadership on teacher professional learning in mainland China. The research tested a model of leadership effects on teacher learning using two mediators, teacher trust and teacher agency.Confirmatory factor analysis and structural equation modeling were used to analyze survey data collected from 1259 teachers in 41 primary and secondary schools in three different Chinese provinces. The results affirmed the efficacy of a partial mediation model with learning-centered leadership, teacher trust and teacher agency yielding significant small to moderate effects on the professional learning of teachers.

Original languageEnglish
Pages (from-to)79-91
Number of pages13
JournalTeaching and Teacher Education
Volume59
DOIs
Publication statusPublished - 1 Oct 2016

Keywords

  • Agency
  • China
  • Leadership
  • Teacher professional learning
  • Trust

ASJC Scopus subject areas

  • Education

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