Pathways Between Instructional Leadership and Teacher Well-Being in Chinese Secondary Schools Through Professional Learning Communities and Teacher Self-Efficacy

• In Event: The Teacher-Principal Relationship: Supporting Teachers to Improve Schools

Abstract

Teacher well-being is considered an important factor in the education management and change process (Konu, Viitanen, & Lintonen, 2010; Hine, et al, 2022). The accountability system in Chinese education system mandates school principals to using instructional leadership to improve teaching practices of teachers while paying attention to the teacher well-being in the education practice. Moreover, professional learning community as a social context has been proved to be a useful method on teacher professional development (Gonçalves, 2022) and teacher wellbeing (Liu, 2022). This study investigates the differences of the relationships tie among the four undertaken variables (Instructional leadership, professional learning community, teacher efficacy and teacher well-being) between male and female teachers.

Authors

• Peng Liu, University of Manitoba
  Presenting Author

• Lei Mee Thien, Universiti Sains Malaysia
  Presenting Author

• Huan Song, Beijing Normal University
  Non-Presenting Author

• Xin Wei Wang, Beijing Normal University
  Presenting Author