Exploring the mediating effects of trust on principal leadership and teacher professional learning in Hong Kong primary schools

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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): “This avenue of scholarship has indicated direct influences on TPL from IL, ranging from small (Karacabey et al., 2020; Li et al., 2016) to moderate in size (Liu & Hallinger, 2018).”
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).”