Empirical Research on Leadership Capacity of Secondary Vocational Teachers in Yunnan Province of China

Autor/inn/en	Yue, Xiaoyao; Feng, Yongjun
Titel	Empirical Research on Leadership Capacity of Secondary Vocational Teachers in Yunnan Province of China
Quelle	In: Journal of Education and Learning, 10 (2021) 1, S.7-21 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-5250
Schlagwörter	Foreign Countries; Teacher Leadership; Educational Change; Secondary School Teachers; Vocational Education Teachers; Teacher Attitudes; Teacher Competencies; Educational Objectives; Reflection; Innovation; Participative Decision Making; Governance; Supervision; Academic Achievement; Cooperation; Work Environment; Leadership Responsibility; Instructional Leadership; China + Suchen Sie Ihr Suchwort? Ausland; Lehrerfunktionsstelle; Bildungsreform; Ausbilder; Lehrerverhalten; Lehrkunst; Educational objective; Bildungsziel; Erziehungsziel; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Schulleistung; Co-operation; Kooperation; Arbeitsmilieu; Instruction; Leadership; Führung
Abstract	Teacher leadership continues to be a growing educational reform initiative across the world. With the rapid development of Chinese language education, the role of teacher leadership in education reform is becoming more and more prominent. Based on the survey data of 104 teachers in a secondary vocational school in Yuxi City, this study investigated the level of teacher leadership capacity and discussed their promotion strategies. Based on Lambert's (2003a) theory of teacher leadership capacity, the author developed a research questionnaire that including four structures of teacher leadership capacity, which focus on the vision, reflection and innovation, shared governance, supervision, and response to student achievement. This study adopted the five-likert point scale. Data analysis shows that the average scores of 17 items does not exceed 4.00 points, while the highest and lowest score are from "focus on the vision." To improve the teacher leadership capacity, the study suggests that leaders should concentrate on the school's vision as well as establish collaborative culture and atmosphere among teachers. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: jel@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/jel
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01