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The relationship between teacher leadership and collective teacher efficacy in Chinese upper secondary schools

Peng Liu (Faculty of Education, University of Manitoba, Winnipeg, Canada)

International Journal of Educational Management

ISSN: 0951-354X

Article publication date: 1 December 2020

Issue publication date: 15 March 2021

627

Abstract

Purpose

The aim of this study was to understand the relationship between teacher leadership and collective teacher efficacy in Chinese upper secondary schools.

Design/methodology/approach

Based on survey answers from 1,074 upper secondary teachers in a Chinese city, path analysis was conducted to understand the relationship.

Findings

This study identified that a number of dimensions of teacher leadership (recognition, collegiality, participation and positive environment) had positive relationships with group competence. Meanwhile, the dimensions of developmental focus, participation and positive environment had positive relationships with task analysis. Additionally, when the authors treated collective efficacy as a single variable, the dimensions of developmental focus, congeniality, participation and positive environment had positive relationships with collective efficacy.

Originality/value

This study is to understand the relationship between teacher leadership and collective teacher efficacy in a collective culture and hierarchical education system.

Keywords

Citation

Liu, P. (2021), "The relationship between teacher leadership and collective teacher efficacy in Chinese upper secondary schools", International Journal of Educational Management, Vol. 35 No. 2, pp. 394-407. https://doi.org/10.1108/IJEM-07-2020-0361

Publisher

:

Emerald Publishing Limited

Copyright © 2020, Emerald Publishing Limited

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