The Relationship between Principal Support, Teacher Professional Identity, and Teacher Professional Learning in China: Investigating Gender Differences

Autor/inn/en	Qin, Xinxin; Liu, Shengnan
Titel	The Relationship between Principal Support, Teacher Professional Identity, and Teacher Professional Learning in China: Investigating Gender Differences
Quelle	In: Psychology in the Schools, 60 (2023) 12, S.4871-4884 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Qin, Xinxin) ORCID (Liu, Shengnan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.23066
Schlagwörter	Foreign Countries; Teachers; Professional Identity; Principals; Social Support Groups; Faculty Development; Gender Differences; Relationship; China + Suchen Sie Ihr Suchwort? Ausland; Lehrer; Lehrerin; Lehrende; Principal; Schulleiter; Social support; Soziale Unterstützung; Geschlechterkonflikt; Wechselbeziehung
Abstract	As an alternative concept of teacher professional development, teacher professional learning has attracted increasing research attention. This study explored the relationship between teacher gender, principal support, teacher professional identity, and teacher professional learning among 608 teachers in central and western regions of China. The results indicated that female teachers perceived higher professional identity and professional learning than male teachers. Principal support had a significant positive influence on teacher professional learning, with teacher professional identity playing a partial mediating role. Teacher gender moderated the mediation effect of teacher professional identity on teacher professional learning, and professional identity had a higher influence on professional learning among male than female teachers. Based on the findings, the practical implication was discussed. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01