Connecting Principal Leadership to the Teachers” professional development:Insights from Principals in Mainland China
Principal leadership and the teachers” professional development have been well-defined within educational literature.However,limited studies have examined leadership for teachers” professional development.Insufficient attention has been accorded to the leadership practices of principals in relation to the teachers” professional development.Leadership is acknowledged conceptually as a key to the teachers” professional development,but little is known about their specific relationship and how school administrators can lead the teachers” professional development.Therefore,this paper relates principal leadership to the teachers” professional development,and further explores the initiatives of principals to facilitate such development.This study draws on the evidence from the context of mainland China.Data are obtained through a survey of 44 principals who attended a leadership training program.A framework of how principals improve the teachers” professional development is presented,which contains sharing vision,building trust,promoting collaboration,securing resources,motivating professional learning,and monitoring effectiveness.It discovered that principals perceive their roles as facilitators in the professional development of the teachers.Building trust and securing resources are the most important and most frequently used strategies perceived by principals.By comparing the perceived degree of importance and the frequency of reported practice,we suggest that principals in mainland China enhance their leadership in sharing vision and motivating professional learning when they lead the professional development of the teachers.
Leadership principal teachers” professional development mainland China
Ying Wang Nicholas Sun-Keung Pang
Faculty of Education,The Chinese University of Hong Kong,Hong Kong,P.R. China
国内会议
北京
英文
989-1016
2014-10-17（万方平台首次上网日期，不代表论文的发表时间）