Journal of Professional Capital and Community: Volume 9 Issue 1

Impact of school leadership on teacher professional collaboration: evidence from multilevel analysis of Taiwan TALIS 2018

Chuan-Chung Hsieh, Yu-Ran Chen, Hui-Chieh Li

This study examined the impact of school leadership on teacher professional collaboration, with collective teacher innovativeness and teacher self-efficacy (TSE) playing the…

Using multilevel mentoring as a situated learning approach to enhance the professional development of teachers in higher education

Yaw Owusu-Agyeman

Scholarly studies on mentoring have mostly focused on traditional mentor–mentee relationships, with little or no emphasis on how institutionalized mentoring activities that…

Save a sinking ship: district-led school network governance to transform turnaround schools in Shanghai, China

Wangbei Ye

This paper explores a district government's role in using school networks to transform turnaround schools in rural Shanghai, China.

How do departmental professional learning communities and teacher leadership matter for teacher self-efficacy? A multi-level analysis

Xin Zheng, Ying Luo

Whilst professional learning communities (PLCs) have been widely explored at the school level, they have received less attention at the departmental level. The study takes the…

Evaluating the impact of cross-institutional teaching enhancement collaborations using a professional capital framework

Tracy X.P. Zou, Dai Hounsell, Quentin A. Parker, Ben Y.B. Chan

This study aimed to evaluate the impact of four cross-institutional teaching enhancement projects (TEPs), a relatively new form of professional collaboration. The focus is on the…