Unpacking the Effects of Culture on School Leadership and Teacher Learning in China

Autor/inn/en	Shengnan, Liu; Hallinger, Philip
Titel	Unpacking the Effects of Culture on School Leadership and Teacher Learning in China
Quelle	In: Educational Management Administration & Leadership, 49 (2021) 2, S.214-233 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hallinger, Philip)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1741-1432
DOI	10.1177/1741143219896042
Schlagwörter	School Administration; Principals; Instructional Leadership; Leadership Effectiveness; Teacher Administrator Relationship; Elementary School Teachers; Middle School Teachers; Professional Development; Teacher Collaboration; Cultural Context; Asian Culture; Power Structure; Social Distance; Vertical Organization; Self Efficacy; Teacher Attitudes; Foreign Countries; China + Suchen Sie Ihr Suchwort? Principal; Schulleiter; Instruction; Leadership; Bildung; Erziehung; Führung; Führungseffizienz; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Lehrerkooperation; Self-efficacy; Selbstwirksamkeit; Lehrerverhalten; Ausland
Abstract	Teacher professional learning plays a critical role in education reform by enabling teachers to refine their professional skills and keep up with changing content knowledge, pedagogy, and trends in schooling. This study examines how and under what conditions principal instructional leadership contributes to teachers' professional learning in mainland China. Data collected from 1194 teachers in 64 primary and middle schools in mainland China were analyzed using structural equation modeling and bootstrapping tests. The research tested a moderated mediation model of instructional leadership effects on teacher professional learning in which teacher self-efficacy was included as the mediator and power distance orientation of teachers as the moderator. The results reaffirmed the partial mediation model, finding significant direct and indirect effects of principal instructional leadership on teacher professional learning. Further model testing found that the individual power distance orientation of teachers acted as a significant moderator of principal instructional leadership effects on both teacher self-efficacy and professional learning. When teachers perceived lower power distance in relations with their principals, the effects of principal instructional leadership were stronger than for counterparts who perceived high power distance. Implications for understanding the contextualized nature of school leadership during an era of cultural change are discussed. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01