Examining principal instructional leadership effects on the rural-urban instructional quality gap in China: The mechanism of teacher professional learning
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引用次数: 0
Abstract
With a sample of 2274 teachers from 181 lower-secondary schools in China, this study examined the principal instructional leadership effects on the rural-urban instructional quality gap, with a particular inquiry into the mechanism of teacher professional learning. The results show that there were significant gaps in three aspects of instructional quality (i.e., supportive climate, effective management, and cognitive activation) between rural and urban schools. Principal instructional leadership had significant total mediating effects on the rural-urban instructional disparities; however, its effects on the disparities between rural and urban teachers’ cognitive activation were partially suppressed. Particularly, the mechanism of teacher professional learning was identified through which principal instructional leadership explained the rural-urban instructional disparities. Research implications are also discussed.
期刊介绍：
Studies in Educational Evaluation publishes original reports of evaluation studies. Four types of articles are published by the journal: (a) Empirical evaluation studies representing evaluation practice in educational systems around the world; (b) Theoretical reflections and empirical studies related to issues involved in the evaluation of educational programs, educational institutions, educational personnel and student assessment; (c) Articles summarizing the state-of-the-art concerning specific topics in evaluation in general or in a particular country or group of countries; (d) Book reviews and brief abstracts of evaluation studies.
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