Motivating Teachers' Commitment to Change through Transformational School Leadership in Chinese Urban Upper Secondary Schools

Autor/in	Liu, Peng
Titel	Motivating Teachers' Commitment to Change through Transformational School Leadership in Chinese Urban Upper Secondary Schools
Quelle	In: Journal of Educational Administration, 53 (2015) 6, S.735-754 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-8234
DOI	10.1108/JEA-02-2014-0026
Schlagwörter	Foreign Countries; Transformational Leadership; Teacher Attitudes; Educational Change; Urban Schools; Secondary Schools; Statistical Analysis; Instructional Leadership; Multiple Regression Analysis; Age Differences; Cultural Influences; Theories; Questionnaires; China + Suchen Sie Ihr Suchwort? Ausland; Lehrerverhalten; Bildungsreform; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Sekundarschule; Statistische Analyse; Instruction; Leadership; Bildung; Erziehung; Führung; Age; Difference; Age difference; Altersunterschied; Cultural influence; Kultureinfluss; Theory; Theorie; Fragebogen
Abstract	Purpose: The purpose of this paper is to examine the effects of transformational school leadership on teachers' commitment to change and the effects of organizational and teachers' factors on teachers' perception of transformational school leadership in the Chinese urban upper secondary school context. Design/methodology/approach: The paper mainly uses quantitative methods to explore the relationships between different constructs. The author asks: to what extent can transformational school leadership practices in the urban upper secondary schools of a particular Chinese city explain the variation in teachers' commitment to change during curriculum reform? What are the effects of organizational and teachers' factors on teachers' perceptions of transformational school leadership? Findings: The results of multiple regression analysis showed that the effect of transformational school leadership was moderate when transformational school leadership and teachers' commitment to change were treated as single variables. Four dimensions of transformational leadership practice together explained the moderate effects on four dimensions of teachers' commitment to change, among which the effect of managing the instructional program was the most prominent. The results of multiple regression analysis also revealed that variables like culture, strategy, environment, and teachers' age had significant relationships with teachers' perceptions of transformational school leadership. Culture, environment, strategy, structure, and teachers' factors such as age and grade taught had moderate effects on different dimensions of teachers' perceptions of transformational school leadership. Originality/value: This study is one of the first to explore the effects of transformational school leadership on teachers' commitment to change in the Chinese urban upper secondary school context. The findings contribute to educational management in China and similar contexts, and this study advances knowledge and furthers the understandings of the transferability of theories to different contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01