A Study on the Relationship Among Principal's System Leadership, Professional Learning Networks, and Teacher's Professional Capital

• In Event: Poster Session 6
  In Poster Session: A Study on the Relationship Among Principal's System Leadership, Professional Learning Networks, and Teacher's Professional Capital

Proposal

Abstract
System Leadership (SL) is a pivotal force in driving school improvement and educational change, particularly in dynamic and complex environments. When combined with Professional Learning Networks (PLNs) When combined with Professional Learning Networks (PLNs), SL can significantly enhance teachers' Professional Capital (PC). This study explores the current status, challenges, and interactions among SL, PLN, and PC in elementary and secondary schools in Taiwan.

Purpose
This study aims to:
1.Assess the current state of SL, PLN, and PC in schools in Taiwan, focusing on how these elements are implemented, supported, and developed.
2.Identify key barriers to the effective integration of SL and PLN in the development of teachers' PC.
3.Investigate the relationships among SL, PLN, and PC using Structural Equation Modeling (SEM) to analyze the direct impact of SL on PC and the mediating role of PLN.

Theoretical Framework
This study is grounded in established theoretical models:
Dreier et al.’s (2019) CLEAR framework for SL (Convene and Commit, Look and Learn, Engage and Energize, Act with Accountability, and Review and Revise) informs the understanding of system leadership.
Trust et al.’s (2016) model for PLNs (People, Space, and Tools) guides the exploration of teachers' professional networks.
Hargreaves and Fullan’s (2012) model defines PC as a function of Human Capital (HC), Social Capital (SC), and Decisional Capital (DC), expressed as: PC = f(HC, SC, DC).

Methodology
This mixed-methods study integrates qualitative and quantitative approaches:
Qualitative Phase: Semi-structured interviews with educational experts, school administrators, principals, and teachers will explore perceptions of SL, PLN, and PC. Focus groups will further examine challenges and opportunities for applying SL and building effective PLNs in Taiwanese schools.
Quantitative Phase: A structured questionnaire will be administered to teachers, and the data analyzed using SEM to identify the relationships among SL, PLN, and PC. T The analysis will focus on both the direct effects of SL on PC and the mediating role of PLN.

Expected Contributions
This study will provide empirical evidence on how SL and PLN shape teachers’ PC in schools in Taiwan, particularly highlighting PLN’s role as a mediator between leadership practices and teacher development. Practical recommendations for school leaders and policymakers will be offered to enhance teacher capacity and professional development through effective implementation of SL and PLN.

Conclusion
By analyzing the complex interactions among SL, PLN, and PC, this research will provide valuable insights into how leadership and networking strategies can improve teacher capacity and professional capital. The focus on SEM and the exploration of both direct and mediating effects will contribute to the fields of educational leadership and teacher professional development, with implications for schools in Taiwan and beyond.

Author

• Hsu-Chun Huang, University of Taipei