Teacher Leadership, Instructional Leadership, Teacher Efficacy, and Student Performance: A Multilevel Structural Equation Model in a Chinese Context

• In Event: Leadership

Abstract

School Leadership is second to teaching to significantly impact student learning. Previous research has proved instructional leadership is essential for school effectiveness, and teacher leadership is positive for teacher social status. Given all available research evidence, the quantified measurement of the extent of both leadership styles and the impact of these leadership practices on teachers and student learning is not sufficient, especially in an international context. This project aims to investigate how teacher leadership and instructional leadership when implemented respectively or interactively will determine the level of influence on teacher efficacy and student performance using quantitative investigation in a Chinese province. The result indicates instructional leadership is a key predictor of teacher efficacy.

Authors

• Ling Li, Southwest University

• Yan Liu, University of North Carolina - Wilmington

• Chen Huang, Southwest University