The relationship between teacher leadership and collective teacher efficacy in Chinese upper secondary schools

Abstract

PurposeThe aim of this study was to understand the relationship between teacher leadership and collective teacher efficacy in Chinese upper secondary schools.Design/methodology/approachBased on survey answers from 1,074 upper secondary teachers in a Chinese city, path analysis was conducted to understand the relationship.FindingsThis study identified that a number of dimensions of teacher leadership (recognition, collegiality, participation and positive environment) had positive relationships with group competence. Meanwhile, the dimensions of developmental focus, participation and positive environment had positive relationships with task analysis. Additionally, when the authors treated collective efficacy as a single variable, the dimensions of developmental focus, congeniality, participation and positive environment had positive relationships with collective efficacy.Originality/valueThis study is to understand the relationship between teacher leadership and collective teacher efficacy in a collective culture and hierarchical education system.

The impact of transformational leadership on teachers' job burnout: the mediating role of social-emotional competence and student-teacher relationship

“…The current study makes an important contribution to leadership research in that it is using a Chinese context educational view of transformational leadership. The current research not only adds to knowledge about Li and Shi’s (2005) adapted research instrument, but also provides further information about principal transformational leadership in China (Liu, 2018, 2021; Liu et al. , 2019a, b), and importantly, about the mediating effects of social-emotional competence and student-teacher relationships, which have not been studied before (Liu, 2018).…”

“…The current study makes an important contribution to leadership research in that it is using a Chinese context educational view of transformational leadership. The current research not only adds to knowledge about Li and Shi's (2005) adapted research instrument, but also provides further information about principal transformational leadership in China (Liu, 2018(Liu, , 2021Liu et al, 2019a, b), and importantly, about the mediating effects of social-emotional competence and student-teacher relationships, which have not been studied before (Liu, 2018). This study further promotes the transformation of transformational leadership theory from enterprises to educational organizations, broadening the scope of research on transformational leadership theory and also providing theoretical support for subsequent research on principals' transformational leadership behavior issues.…”

“…, 2014; Platsidou, 2010). Liu (2021) has shown that in China, transformational leadership can impact positively teacher self-efficacy. Policy-makers and school administrators should recognize and confirm the critical role of teachers' social-emotional competence in teachers' development.…”

“…Under the long-term influence of Confucianism, Chinese society attaches great importance to the moral character of leaders and expects leaders to care about the personal lives of their followers out of work (Ling et al, 2004). Whilst some researchers have used Bass and Avolio's transformational leadership model in the Chinese context (Liu, 2018(Liu, , 2021, it is important to provide a contextually relevant interpretation of transformational leadership for the Chinese context, and Li andShi (2005, 2008) are one of the few researchers to do this (Liu, 2018). Li andShi (2005, 2008) developed a Chinese transformational leadership model comprised of four dimensions: moral modeling, visionary, charisma and individualized consideration.…”

“…Existing studies have shown that good emotional intelligence can be not only positively related to teachers' efficiency, well-being and job satisfaction but can also directly predict teachers' work performance and lay the basis for career development (Chan, 2004;Fern andez-Berrocal et al, 2017;Hou et al, 2014;Platsidou, 2010). Liu (2021) has shown that in China, transformational leadership can impact positively teacher self-efficacy. Policy-makers and school administrators should recognize and confirm the critical role of teachers' social-emotional competence in teachers' development.…”