Modelling the effects of principal leadership and school capacity on teacher professional learning in Hong Kong primary schools

Hallinger, Philip; Lu, Jiafang

doi:10.1080/13632434.2014.938039

Cited by 48 publications

(54 citation statements)

References 78 publications

(162 reference statements)

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“…Previous studies in this domain have affirmed that various types of leadership, including instructional, transformational, and distributed leadership, have significant and positive effects on teacher commitment (Hallinger & Lu, 2014;Marshall, 2015).…”

Section: Relationship Between the Chinese Leadership And Teacher Commmentioning

confidence: 98%

“…Voluminous research has investigated the relationship between principal leadership and teacher commitment either in the Western or non-Western societies (Geijsel, Sleegers, Leithwood, & Jantzi, 2003;Hallinger & Lu, 2014;Hallinger, Hosseingholizadeh, Hashemi, & Kouhsari, 2018;Pietsch, Tulowitzki, & Koch, 2019).…”

Section: Relationship Between the Chinese Leadership And Teacher Commmentioning

confidence: 99%

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Chinese Academic Leadership from the Perspective of Confucian Virtues and its Effects on Teacher Commitment

Lim¹,

Thien²

2020

IOJEL

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The effect of principal leadership on school outcomes is contextually and culturally specific. However, the influence of Chinese academic leadership on teacher commitment has received less attention in the literature. This study aims to examine the direct relationships between Chinese academic leadership and four dimensions of teacher commitment, namely (a) commitment to teaching, (b) commitment to students, (c) commitment to profession, and (d) commitment to school. Data were collected from 260 teachers who worked in 15 National-Type Chinese Primary Schools (NTCPS) in Kota Setar district in Kedah. This study utilised descriptive statistics and partial least squares structural equation modelling approach using WarpPLS 5.0 software for data analysis. Findings revealed the levels of the five dimensions of Chinese academic leadership were moderate. Chinese academic leadership was positively related to commitment to school (β = 0.468, p < .001), commitment to students (β = 0.327, p < .001), commitment to profession (β = 0.356, p < .001), and commitment to teaching (β = 0.275, p < .001). Implications and future studies are presented.

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Section: Relationship Between the Chinese Leadership And Teacher Commmentioning

confidence: 98%

Section: Relationship Between the Chinese Leadership And Teacher Commmentioning

confidence: 99%

Chinese Academic Leadership from the Perspective of Confucian Virtues and its Effects on Teacher Commitment

Lim¹,

Thien²

2020

IOJEL

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“…Also, a primary school principal as a talented supervisor is a life coach as the creator of increasing awareness on sensitivity and as the radar who is a conscious and an awakened philosopher. Having clear vision and mission is a fundamental vehicle for school principals for developing teaching and learning at school [19]. Constructing vision and removing unsatisfactory teaching lead to raise standards in a school [4].…”

Section: Theme 1: a Positive Primary School Principalmentioning

confidence: 99%

“…On the other hand, Leithwood [28] promotes, "well-functioning departments are powerful centers for improving". Similarly, principals are found to have a vital role in the development of professional community of teachers [19]. In this sense, it is essential that primary school principals maintain the discipline that the organization they work can be a center for developing the teachers' lifelong learning.…”

Section: Theme 1: a Positive Primary School Principalmentioning

confidence: 99%

Proposing a Primary School Principalship Model through Positive and Negative Metaphoric Perspective

Erden¹

2016

ujer

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Primary school ages are very important for the students. It is the time for most students start their formal education period. The aim of the current research is to explore the perceptions of the teachers, 4 th year initial teacher training students from education faculties, parents, vice principals and primary school principals as the key stakeholders (TSPVPPSPs) in two groups, to identify positive and negative metaphors of primary school principals and propose a primary school principalship model. Qualitative research paradigm under interpretive methodology was used in the current study. Group 1 consisted of 60 focus group members (FGMs) and Group 2 involved 60 in-dept-interviewers (IDInts). Data were collected through metaphoric perspective. The key stakeholders were asked to write in full sentences on if they would define the school principal, what positive and negative metaphor/s they would use and they were also asked to give their justifications. Interpretive approach for data collection was used and data were analyzed using content analysis method. Identified positive metaphors describe primary school principals as talented supervisors, as leaders, as the one who carries the Olympic-flame, as a negotiator and as a sensitive teddy whereas identified negative metaphors describe primary school principals as pollution, as mis-user of the rights and as a mechanical machine.

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“…Needs and personality features of organizational members can be characterized as ideographic facets and the role of expectations of the organization regarding their members can be characterized as nomothetic facets. The balance between these two in an organization is measured as its efficiency (Getzel & Guba, 1957;Hallinger & Lu, 2014).…”

Section: Introductionmentioning

confidence: 99%

Educational Leadership Processes as Predictors of Positive Work Attitude at Higher Education Level

Aurangzeb

Tahir

Khan

2020

GSSR

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This study aimed at exploring the impact of educational leadership processes such as goal setting, strategic resourcing, curriculum quality, quality of teaching, promoting teaching-learning, and a safe environment on positive work attitudes at the higher education level. Positive work attitudes were delimited to job satisfaction, job involvement, and organizational commitment. A descriptive survey research design was used to collect quantitative data through two questionnaires; educational leadership practices questionnaire and positive work attitude scale. Results indicated that a positive correlation exists between two research variables. Simple linear regression analysis reflected that the highest Beta coefficients exist between goal setting and positive work attitude. It was concluded that in a sphere of mutual honor, trust, and allegiance between superiors and subordinates the work attitudes strongly correlate positively. It is recommended open door policy, consultative practices among educational leadership, and training for employee empowerment may be adopted to increase organizational productivity.

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Modelling the effects of principal leadership and school capacity on teacher professional learning in Hong Kong primary schools

Cited by 48 publications

References 78 publications

Chinese Academic Leadership from the Perspective of Confucian Virtues and its Effects on Teacher Commitment

Chinese Academic Leadership from the Perspective of Confucian Virtues and its Effects on Teacher Commitment

Proposing a Primary School Principalship Model through Positive and Negative Metaphoric Perspective

Educational Leadership Processes as Predictors of Positive Work Attitude at Higher Education Level

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