How Teacher Leadership Influences Instructional Quality Via Teacher Responsibility and Teacher Collaboration: A Mediation Analysis

• In Event: Sunday Roundtable Session 7:45 am
  In Roundtable Session: Effective School Leadership: An International Perspective (Table 1)

Abstract

Empirical evidence increasingly suggests that teacher leadership has a significant impact on both student learning and school improvement. This study tested a mediation model of the processes linking teacher leadership and instructional quality in China, in which teacher responsibility and teacher collaboration acting as mediators. A structural equation modeling analysis was conducted on data collected from 641 teachers in S province, China. The results revealed significant direct and indirect effects of teacher leadership on instructional quality, mediated by teacher responsibility and teacher collaboration. The two mediating variables also played a role in chain mediation. Implications for understanding the influence of teacher leadership and improving instructional quality are discussed.

Authors

• Xinlei Li, East China Normal University

• Yuning Wang, East China Normal University

• Ding Chao, East China Normal University

• Shengnan Liu, East China Normal University