Page 130 - ALR2018 Handbook

A cross-sectional survey design was employed. Having all the teachers of junior high
schools in Taiwan as population, the study used the technique of stratified cluster
sampling. Schools were drawn from the Northern, Central, Southern and East regions
of Taiwan. We submitted the questionnaires to 1,870 teachers and obtained 1,340 valid
questionnaires. The response rate was 72%.

From the statistical analysis of the four quadrants of different degree of leadership by
principals and teachers, we found that teacher professional learning was top-ranked
for teachers who perceived high principal and teacher leadership in the schools. It
revealed that providing both principal and teacher leadership are the best condition to
foster teacher learning. In addition, the leadership effect of teacher was more obvious
than that of principal. This result was also supported by the hierarchical regression
analysis. Moreover, the R-square of both principal and teacher leadership effect was
almost double the value of principal influence alone. When further examining the
effect of different leadership dimensions, we found that principals’ managing curricular
and instructional program, teachers’ promoting professional development and getting
involved in curricular and instructional improvement exerted significant influence on
teacher learning. And the effect of principal leadership on teacher professional
learning was partially mediated by teacher leadership in the SEM results.

Keywords: Principal Leadership, Teacher Leadership, Teacher Professional Learning

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