The effects of instructional leadership, teacher responsibility and procedural justice climate on professional learning communities: A cross-level moderated mediation examination

Shengnan Liu, Philip Hallinger

Research output: Contribution to journalArticlepeer-review

10 Citations (Scopus)

Abstract

Prior research has established principal leadership as a key factor in enhancing professional learning communities. However, researchers are only beginning to make progress in identifying the means and ‘paths’ through which school leaders contribute to professional learning communities. This study tested a multilevel, moderated mediation model of the processes linking instructional leadership and professional learning communities in China where professional learning communities have long been embedded in the culture of schools. In this study, ‘teacher responsibility’ was proposed as a mediator and procedural justice climate as a moderator of the relationship between principal leadership and teacher professional learning communities. The results based on the analysis of responses from 3374 teachers revealed significant direct and indirect effects of instructional leadership on the professional learning communities via teacher responsibility. Procedural justice climate significantly moderated the effects of instructional leadership on both teacher responsibility and professional learning communities. The positive effects of instructional leadership were strengthened when the procedural justice climate was higher.

Original languageEnglish
Pages (from-to)556-575
Number of pages20
JournalEducational Management Administration and Leadership
Volume52
Issue number3
DOIs
Publication statusPublished - May 2024

Keywords

  • Instructional leadership
  • multilevel moderated mediation
  • procedural justice climate
  • professional learning communities
  • teacher responsibility

ASJC Scopus subject areas

  • Education
  • Strategy and Management

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