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

184 citations recorded by the source corpus.

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

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): “Teachers’ engagement in professional learning yields increased commitment to classroom teaching (Zheng et al., 2018), in addition to creating an environment conducive to significant modifications in teaching practices (Parise & Spillane, 2010).”
Principal Instructional Leadership, Teacher Self-Efficacy, and Teacher Professional Learning in China: Testing a Mediated-Effects Model (2018, background): “…2008; Thoonen, Sleegers, Oort, & Peetsma, 2012) and Eastern societies (Hairon & Dimmock, 2012; Hallinger, Lee, & Ko, 2014; Hallinger, Piyaman et al., 2017; Li et al., 2016; Liu et al., 2016; Qian & Walker, 2013; Qian, Walker, & Yang, 2016; Tran, Hallinger, & Truong, 2018; Zheng et al., 2018).”
Unpacking the effects of culture on school leadership and teacher learning in China (2020, result): “…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).”