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

By Shengnan Liu, Philip Hallinger. 2018

305 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/24eadd0f4acc08b45042da633a19d9c400056f33

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Citations in the corpus

Unpacking the effects of culture on school leadership and teacher learning in China (2020, background): “…a growing body of research confirms that principal instructional leadership can have a positive impact on teacher self-efficacy and knock-on effects on commitment and teacher learning (Hallinger et al., 2018; Liu & Hallinger, 2018; Liu et al., 2016; Piyaman et al., 2017; Ross and Gray, 2006).”
Collective teacher efficacy as a mediator in the relationship between instructional leadership and teacher commitment (2020, background): “…the mediating role in the research is based on the assumption that school principals’ behaviors affect both the interaction among teachers and teacher commitment (Lambersky, 2016; Calik et al., 2012; Fancera & Bliss, 2011; Liu & Hallinger, 2018; Tschannen-Moran & Barr, 2004; Qadach et al., 2019).”
An integrated model of principal transformational leadership and teacher leadership that is related to teacher self-efficacy and student academic performance (2020, background): “…Compulsory Education Student Achievement Assessment Project, which confirmed students’ cognitive ability is comparatively stable at this grade, and was also mentioned in a recent study by Liu and Hallinger (2018) investigating principal instructional leadership and teacher self-efficacy in China.”
The effects of distributed leadership on teacher professional learning: mediating roles of teacher trust in principal and teacher motivation (2020, background): “…evidenced a moderate direct effect of learning-centred leadership (Hallinger, Piyaman, and Viseshsiri 2017; Liu, Hallinger, and Feng 2016) and instructional leadership (Liu and Hallinger 2018) and a small effect of transformational leadership on teacher professional learning (Thoonen et al. 2011).”
Principal leadership and teacher professional learning in Turkish schools: examining the mediating effects of collective teacher efficacy and teacher trust (2020, background): “…to the work that indicates a relatively smaller effect (Calik et al. 2012), our analysis shows a moderate effect of instructional leadership on collective teacher efficacy in Turkey, supporting the study by Liu and Hallinger (2018) who also find a moderate relationship in the Chinese context.”
The Moderation Role of Transformational Leadership in the Effect of Instructional Leadership on Teacher Professional Learning and Instructional Practice: An Integrated Leadership Perspective (2021, background): “…teacher learning perspective has recently been extended to a novel genre of practice, suggesting that teachers also learn in socially-constructed ways, often through collaborating and sharing craft knowledge and IP with colleagues as well as reflecting on those practices (Liu & Hallinger, 2018).”