The effects of instructional leadership on teacher well-being: the mediating roles of professional learning community and teacher self-efficacy-Reference-Cited by-同舟云学术

The effects of instructional leadership on teacher well-being: the mediating roles of professional learning community and teacher self-efficacy

Published:2024-03-05 Issue: Volume: Page:1-23
ISSN:0305-5698
Container-title:Educational Studies
language:en
Short-container-title:Educational Studies

Author:

Liu Peng¹^ORCID,Thien Lei Mee²^ORCID,Song Huan³⁴^ORCID,Wang Xinwei³

Affiliation:

1. Faculty of Education, University of Manitoba, Winnipeg, Canada

2. School of Educational Studies, Universiti Sains Malaysia, Minden, Malaysia

3. Center for Teacher Education Research, Beijing Normal University, Beijing, China

4. Taihang Branch of Center for Teacher Education Research of Beijing Normal University, Xingtai University, Xingtai, China

Funder

Major Projects of Key Research Institute of Humanities and Social Sciences for Universities, Ministry of Education

International Joint Research Project of Huiyan International College, Faculty of Education Beijing Normal University

Publisher

Informa UK Limited

Link

https://www.tandfonline.com/doi/pdf/10.1080/03055698.2024.2322947

Reference86 articles.

1. Principal’s learning-centred leadership practices and teacher’s wellbeing: a self-determination theory perspective

2. The role of instructional leadership in increasing teacher self-efficacy: a meta-analytic review

3. Racial/ethnic and gender inequalities in third grade children’s self-perceived STEM competencies

4. Alig-Mielcarek, J. M., and W. K. Hoy. 2005. “Instructional Leadership: Its Nature, Meaning, and Influence.” In Educational Leadership and Reform, edited by W. K. Hoy and C. G. Miskel, 29–52. Greenwich, CT: Information Publishing Age Ltd.

5. Does the professional learning community intermediate the effects of principal's leadership on teaching innovation?