Examining Principal Leadership Effects on Teacher Professional Learning in China: A Multilevel Analysis

Autor/inn/en	Huang, Liang; Huang, Yating; Zhou, Shike
Titel	Examining Principal Leadership Effects on Teacher Professional Learning in China: A Multilevel Analysis
Quelle	In: Educational Management Administration & Leadership, 51 (2023) 6, S.1278-1300 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Huang, Liang) ORCID (Huang, Yating)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1741-1432
DOI	10.1177/17411432211041626
Schlagwörter	Foreign Countries; Principals; Instructional Leadership; Faculty Development; Teacher Administrator Relationship; Secondary School Teachers; Leadership Styles; Cooperative Learning; International Assessment; Achievement Tests; Secondary School Students; Correlation; Instructional Improvement; China; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Ausland; Principal; Schulleiter; Instruction; Leadership; Bildung; Erziehung; Führung; Führungsstil; Kooperatives Lernen; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Korrelation; Unterrichtsqualität
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01