Please use this identifier to cite or link to this item:
|Other Titles:||The Leverage for Principals to Promote Teacher Professional Learning: Analyzing a Mediated-effects Model Regarding the Impact of Principal Leadership for Learning on Lesson Study|
Hui-Ling Wendy Pan, Wen-Yan Chen
Department of Education,National Taiwan Normal University
The 12-year basic education curriculum guideline is about to launch in 2019. When it takes effects, teachers are regulated to open classroom on a yearly basis. In the context, to assess how principals promote teacher professional learning becomes an important issue. This study, employing a survey design, examined the impact path of principal leadership for learning on teacher professional learning. The participants from public junior high schools in Taiwan were recruited as samples. Structure equation modeling was used to analyze the data with teacher leadership for learning and teacher efficacy as mediators. The findings indicated that teachers who have perceived the enactments of principal leadership for learning, teacher leadership for learning, teacher efficacy, and teachers’ participation in lesson study were all at a moderately high level. The direct effect of principal leadership for learning on teachers’ participation in lesson study was weaker than those of teacher leadership for learning and teacher efficacy. Moreover, the impact of principal leadership for learning on teachers’ participation in lesson study was partially mediated by teacher leadership for learning and teacher efficacy. Our findings suggest that teacher leadership for learning and teacher efficacy was the leverage points for principal to promote teacher learning.
|Appears in Collections:||教育研究集刊|
Files in This Item:
There are no files associated with this item.
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.