Instructional Leadership and Teachers’ Collaboration in Teaching in China: A Multilevel Analysis

• In Event: Friday Roundtable Session 3:05 pm
  In Roundtable Session: Leading for Change in Challenging Times (Table 13)

Abstract

School principal’s instructional leadership plays a key role in constructing a collaborative professional team of teachers. Based on a questionnaire survey of all principals and teachers in 25 schools in Fangshan District, Beijing, China, the main factors influencing teachers’ professional collaboration were analyzed at both school and individual level through a hierarchical linear model (HLM). Results show that principal's instructional leadership casted significantly positive effects on the frequencies of all types of professional collaboration among teachers. Moreover, teachers’ collaboration was influenced by some other factors like student-teacher ratio, school location, gender and age. Therefore, principals should reshape their roles toward the cultivation of instructional leadership, and adjust the collaborative model according to the different needs and qualities of teachers.

Authors

• Tian Fu, Capital Normal University

• Min Li, Capital Normal University

• Zhikun Zhang, Capital Normal University

• Lusha Ou, Capital Normal University

• Xuan Tang, The University of Sydney