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

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 str...

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Bibliographic Details
Published in:Teaching and teacher education 2016-10, Vol.59, p.79-91
Main Authors: Liu, Shengnan, Hallinger, Philip, Feng, Daming
Format: Article
Language:English
Subjects:
Agency
China
Leadership
Teacher professional learning
Trust
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Summary: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. •Examined effects of learning-centered leadership on teacher professional learning.•Effects of leadership were partially mediated by teacher trust and agency.•Independent variables exerted small to moderate effects on teacher learning.•Identifies leadership behaviors that motivate and support teacher learning.•Suggests a new focus for school leadership in China.
ISSN:0742-051X
1879-2480
DOI:10.1016/j.tate.2016.05.023