Supporting the professional learning of teachers in China: Does principal leadership make a difference?
By Shengnan Liu, Philip Hallinger, Daming Feng. 2016
243 citations recorded by the source corpus.
Subfields: Education
View Paper: https://www.semanticscholar.org/paper/8fcad8f417484cb274f2cfed8c93fdac9537b620
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Education
- A. Kılınç
- M. Bellibaş
- Mahmut Polatcan
- S. Gümüş
- Mehmet Fatih Karacabey
- Donnie Adams
- Shengnan Liu
- Fatih Bektas
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).”
- The effects of distributed leadership on teacher professional learning: mediating roles of teacher trust in principal and teacher motivation (2020, methodology): “Alongside, international research 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…”
- The Moderation Role of Transformational Leadership in the Effect of Instructional Leadership on Teacher Professional Learning and Instructional Practice: An Integrated Leadership Perspective (2021, methodology): “The scale used to measure the mediator variable in this research was developed by Liu et al. (2016).”
- Linking instructional leadership to teacher practices: The mediating effect of shared practice and agency in learning effectiveness (2020, background): “Such leadership has the potential to improve teachers’ sense of activeness and agency in the process of their learning (Liu et al., 2016).”
- Principal leadership and teacher professional learning in Turkish schools: examining the mediating effects of collective teacher efficacy and teacher trust (2020, methodology): “However, the past 20 years have seen a change in thinking on the nature and effects of teacher learning in the workplace (Liu, Hallinger, and Feng 2016a).”