Chinese Principals' Dilemmas in the Teachers to Further Develop Teaching Quality

• In Event: School Leadership and Conditions That Support Effective Teaching

Abstract

Instructional quality is expected to be one of the most significant predictors of student learning outcomes. In China, the university-school partnership is a collection of programs for teachers' continuous development with the aim of improving instruction quality. In the present study, the relationship has been explored of 375 teachers' personal and contextual factors with changes in their instruction quality after six months of the PD program of university-school partnership. Results of regression analyses showed that teachers generally scored higher on their teaching quality for professional learning after the program than before. The support from school principals was negatively related to the change in teachers' teaching quality. This finding can guide policymakers to implement strategies that foster teachers’ instruction quality.

Authors

• Xin Zhang, Leiden University

• Wilfried Admiraal, Leiden University

• Nadira Saab, Leiden University