Publication: Unpacking the effects of culture on school leadership and teacher learning in China
Issued Date
2020-01-01
Resource Type
ISSN
17411440
17411432
17411432
Other identifier(s)
2-s2.0-85078116827
Rights
Mahidol University
Rights Holder(s)
SCOPUS
Bibliographic Citation
Educational Management Administration and Leadership. (2020)
Suggested Citation
Liu Shengnan, Philip Hallinger Unpacking the effects of culture on school leadership and teacher learning in China. Educational Management Administration and Leadership. (2020). doi:10.1177/1741143219896042 Retrieved from: https://repository.li.mahidol.ac.th/handle/20.500.14594/53623
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Title
Unpacking the effects of culture on school leadership and teacher learning in China
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Abstract
© The Author(s) 2020. 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.