The Relationship Between Distributed Leadership and Teacher Efficacy in China: The Mediation of Satisfaction and Trust

Zheng, Xin; Yin, Hongbiao; Liu, Yuan

doi:10.1007/s40299-019-00451-7

Cited by 44 publications

(69 citation statements)

References 40 publications

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“…This partial mediation model receives support from prior empirical studies conducted in several different Asian societies (Hallinger, Hosseingholizadeh, Hashemi, and Kouhsari, 2018; Liu, Hallinger and Feng, 2016; Piyaman, Hallinger and Viseshsiri, 2017; Zheng, Yin, & Li, 2019; Zheng, Yin, and Liu, 2019). The current study extends these prior efforts by including “teacher power distance orientation” as a proposed moderator of the mediation model.…”

Section: Conceptual Frameworksupporting

confidence: 66%

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

Liu¹,

Hallinger²

2020

Educational Management Administration & Leadership

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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.

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Section: Conceptual Frameworksupporting

confidence: 66%

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

Liu¹,

Hallinger²

2020

Educational Management Administration & Leadership

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“…In this sense, authoritarian leadership that connotes total control and command over the teachers may be detrimental for teacher development and should be reduced as much as possible. Hence, the calls for undertaking actions such as empowering teachers, providing professional autonomy to teachers, and involving teachers in the decision-making process should come into the considerations of principals ( Zheng et al, 2019 ).…”

Section: Discussionmentioning

confidence: 99%

“…Second, the Ministry of Education in China launched the first Professional Standards for Compulsory Education School Principals , which proposed six professional responsibilities for principals: setting school development plan, creating a nurturing culture, optimizing internal management, engaging in curriculum and instruction, facilitating teacher development, and adjusting to external environment ( Zheng et al, 2019 ). The standards indicate that principals nowadays should take more responsibilities and deal with multiple tasks in situations.…”

Section: Literature Review and Hypothesismentioning

confidence: 99%

“…The standards indicate that principals nowadays should take more responsibilities and deal with multiple tasks in situations. Principals who have been accustomed to leading based on clear orders assigned from the top now are suggested to pay more attention to teachers’ development and establish good relationships with them ( Walker and Qian, 2018b ; Zheng et al, 2019 ). To be noted, the standards emphasize much on principals’ morality, which means that “a principal should be ethically moral, be impartial and honest, and care for teachers and students” ( Liu, 2015 , p. 9).…”

Section: Literature Review and Hypothesismentioning

confidence: 99%

“…Trust plays a critical role in leader–teacher interactions because it can narrow the relational gaps between leaders and teachers ( Van Maele et al, 2014 ). A number of current studies on Chinese principalship have revealed that principals do not frequently interact with individual teachers, and that they are inclined to influence teachers indirectly through redesigning school structure and establishing good relationships ( Walker and Qian, 2018b ; Zheng et al, 2019 ). This has led some researchers to explore the mediated effects of trust relationships between leadership practices and teachers’ performance.…”

Section: Literature Review and Hypothesismentioning

confidence: 99%

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Exploring the Relationship Between Paternalistic Leadership, Teacher Commitment, and Job Satisfaction in Chinese Schools

Shi

Zheng

2020

Front. Psychol.

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Paternalistic leadership (PL) is prevalent in organizations in East Asia, but few studies have examined its potential effects in school contexts. This study explored the relationship between PL, trust in the principal, and teachers’ satisfaction and commitment to students, with a focus on the mediating role of trust in the principal in Chinese schools. Using a quantitative method, the study investigated 408 primary schoolteachers in mainland China. The results showed that the three dimensions of PL had different effects on teachers’ job satisfaction, trust in the principal, and commitment to students. Moral leadership had positive effects, while authoritarian leadership had negative effects on teachers’ job satisfaction and commitment to students. Meanwhile, trust in the principal played a mediating role of authoritarian and moral leadership on teachers’ job satisfaction and commitment to students. Finally, implications and suggestions are discussed for leadership practices in Chinese schools and those in similar cultures.

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Uncovering the complex relationships among distributed leadership, departmental teacher leadership, and professional learning community in Chinese schools

Zheng,

Jiang,

Liu

2023

Future in Educational Research

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Professional learning community (PLC) has been widely recognized as an effective approach for promoting both student learning and teacher development. Existing research on PLC mainly focuses on the school‐level, and less attention has been given to the departmental‐level PLC. Given the complex nature of school structures, departmental PLC may be influenced by multiple leadership factors, including principal and teacher leadership (TL). This study investigates how the distributed leadership (DL) of principals and TL influence departmental PLC and individual teacher self‐efficacy. Drawing on a sample of 602 teachers in China, the results showed that TL had a direct impact on teacher self‐efficacy and had an indirect effect through PLC. Additionally, the DL of principals indirectly affects individual teachers through TL and PLC. The results indicate the complex leadership structure in schools with various levels of leadership exerting distinct influences on teachers and departments. It highlights the roles of principal leadership and TL in facilitating PLC and teacher development. Implications for school leadership and PLC development are discussed.

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The Relationship Between Distributed Leadership and Teacher Efficacy in China: The Mediation of Satisfaction and Trust

Cited by 44 publications

References 40 publications

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

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

Exploring the Relationship Between Paternalistic Leadership, Teacher Commitment, and Job Satisfaction in Chinese Schools

Uncovering the complex relationships among distributed leadership, departmental teacher leadership, and professional learning community in Chinese schools

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