Page 134 - ALR2018 Handbook

Unraveling the Leadership Sources

Facilitating Teacher Professional Learning in Taiwan

Hui-Ling Wendy Pan and Wen-Yan Chen

In response to heightened expectation of student learning, skillful teaching is required.
How the school promotes teachers’ continuous learning has become a key task for the
principal. Although the linkage of principal leadership and teacher development has
been validated, a broad-based and skillful involvement from teacher leaders was
advocated. Only when principals and teacher leaders engage in collective action or
shared instructional leadership, the quality of instruction and the level of student
achievement are advanced. To empirically investigate how the leadership sources of
principals and teachers exerting their effects on teacher professional learning, the
present study recruited junior high school teachers in Taiwan as samples. The following
research questions are addressed:

1. How does teacher professional learning deviate in the four quadrants of different
degree of leadership by principals and teachers?

2. What is the effect of leadership by principals and teachers on teacher professional
learning?

3. How does teacher leadership mediate the effect of principal leadership on teacher
professional learning?

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