Exploring the relationships among instructional leadership, professional learning communities and teacher self-efficacy in China

2018 ◽  
Vol 47 (6) ◽  
pp. 843-859 ◽  
Author(s):  
Xin Zheng ◽  
Hongbiao Yin ◽  
Zhanglin Li
Keyword(s):  
Instructional Leadership ◽  
Learning Community ◽  
Professional Learning Community ◽  
School Leadership ◽  
Professional Learning ◽  
Self Efficacy ◽  
Mainland China ◽  
Collaborative Activity ◽  
Reflective Dialogue ◽  
Teacher Self Efficacy

The study explored the relationships among instructional leadership, professional learning community components, and teacher self-efficacy in the context of mainland China. Study subjects were 1082 elementary school teachers participating in a questionnaire survey. The results showed that instructional leadership had significant effects on the five professional learning community components, four of which, collaborative activity, collective focus on student learning, de-privatized practice, and reflective dialogue, positively predicted teacher self-efficacy. Analysis showed that collaborative activity, de-privatized practice, and reflective dialogue significantly mediated the effects of instructional leadership on teacher self-efficacy. Implications for school leadership and teacher learning are discussed.

scholarly journals THE INFLUENCE OF TEACHER’S ATTITUDE, READINESS AND SELF- EFFICACY ON PROFESSIONAL LEARNING COMMUNITY (PLC)

2020 ◽  
Vol 2 (7) ◽  
pp. 76-89
Author(s):  
Adriana Muhamad Akhir ◽  
Muhamad Suhaimi Taat ◽  
Syahrul Nizam Salam
Keyword(s):  
Path Analysis ◽  
Learning Community ◽  
Professional Learning Community ◽  
Professional Learning ◽  
Self Efficacy ◽  
Structural Model ◽  
Teacher Professionalism ◽  
Survey Method ◽  
New Policies ◽  
High Level

The purpose of this study was to examine the direct and indirect effects of teacher’s attitude, readiness, and self-efficacy on the implementation of the Professional Learning Community (PLC) at urban secondary school teachers in Sabah. Quantitative studies using the survey method were used in this study which involved the total number of 360 teachers as the respondents in this study. Questionnaires were used as the instrument to collect the data. The data obtained were analyzed through Statistical Package for the Social Sciences (SPSS) Version 25.0 and AMOS. The statistical analysis used were descriptive statistics involving frequency and percentage while inferential statistics involving multiple regression and SEM (path analysis) were used. The results of the structural model of path analysis showed that all three predictor variables were significantly affected by the criterion variable with 18.8%. Teacher’s self-efficacy was found to have the greatest direct impact on the implementation of PLC with the beta value of 0.30. The implications of this study are to increase the level of attitude and readiness of teachers towards the implementation of PLC so that the teachers will possess a high level of self-efficacy. It is hoped that this study will help to formulate new policies related to teacher professionalism development.

scholarly journals THE RELATIONSHIP OF ATTITUDE, READINESS AND TEACHER SELF- EFFICACY WITH PROFESSIONAL LEARNING COMMUNITY IN SABAH

2020 ◽  
Vol 5 (37) ◽  
pp. 221-231
Author(s):  
Adriana Muhamad Akhir ◽  
Muhamad Suhaimi Taat ◽  
Syahrul Nizam Salam
Keyword(s):  
Learning Community ◽  
Professional Learning Community ◽  
Professional Learning ◽  
Significant Relationship ◽  
Self Efficacy ◽  
Secondary School Teachers ◽  
Simple Random Sampling ◽  
Teacher Attitude ◽  
Eastern Zone ◽  
The Relationship

The purpose of this study was to examine the relationship as well as the direct and indirect influence of teacher attitude, readiness, and self-efficacy on the implementation of the Professional Learning Community (PLC) of urban secondary school teachers in Sabah. The level of teacher attitude, readiness, and self-efficacy as the independent variable and Professional Learning Community (PLC) as the dependent variable. This study was carried out using questionnaires instruments. This study involved 360 teachers comprising north zone, south zone, west coast zone, east coast zone, eastern zone in Sabah who have been selected through the cluster and simple random sampling. The data were analyzed using the Statistical Package For Science (SPSS) version 21.0 to get accurate results. The study found that there was a significant relationship between the three independent variables and the dependent variable. The self-efficacy variable showed the strongest and significant relationship compared to the other two variables with a relationship strength of 0.396 (p <0.01). It is hoped that this study will provide useful information for improving the implementation of the Professional Learning Community in each school.

Unpacking the effects of culture on school leadership and teacher learning in China

2020 ◽  
pp. 174114321989604 ◽  
Author(s):  
Liu Shengnan ◽  
Philip Hallinger
Keyword(s):  
Instructional Leadership ◽  
School Leadership ◽  
Professional Learning ◽  
Power Distance ◽  
Mainland China ◽  
Teacher Professional Learning ◽  
Mediation Model ◽  
Power Distance Orientation ◽  
Principal Instructional Leadership ◽  
Teacher Professional

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.

Principal Instructional Leadership, Teacher Self-Efficacy, and Teacher Professional Learning in China: Testing a Mediated-Effects Model

2018 ◽  
Vol 54 (4) ◽  
pp. 501-528 ◽  
Author(s):  
Shengnan Liu ◽  
Philip Hallinger
Keyword(s):  
Instructional Leadership ◽  
Teacher Learning ◽  
Professional Learning ◽  
Time Management ◽  
Self Efficacy ◽  
Teacher Professional Learning ◽  
Mediated Effects ◽  
Principal Instructional Leadership ◽  
Teacher Professional ◽  
Teacher Self Efficacy

Background: Empirical evidence increasingly suggests that leadership which motivates, supports, and sustains the professional learning of teachers has a knock-on effect for both student learning and school improvement. The current study was conducted in China, where the workplace learning of teachers is embedded in a strong tradition of school-based, teacher learning practices such as the Master Teacher–Apprentice Bond and Teacher Research Groups. Purpose: The study investigated a mediated-effects model of principal instructional leadership and teacher learning. The model proposed principal time management skills and self-efficacy as antecedents of instructional leadership and teacher self-efficacy as a mediator of principal instructional leadership effects on the professional learning of teachers. Method: Survey data were collected from 3,414 teachers and 186 principals in 186 middle schools in Qingdao, China. Confirmatory factor analysis, structural equation modeling, and bootstrapping were used to analyze the multisource data. Results: The research confirmed a partial mediation model whereby principal instructional leadership evidenced moderate direct and indirect effects on teacher professional learning. Principal time management and self-efficacy exercised small effects on principal instructional leadership. Implications: The research adds to a growing body of research that affirms a positive relationship between principal leadership and teacher professional learning and emphasizes the importance of self-efficacy in shaping educator practice. The authors suggest the timeliness for scholars to undertake systematic reviews of this literature on leadership and teacher professional learning, and offer recommendations for school leadership practice.

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