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Article: Motivating teachers’ commitment to change through transformational school leadership in Chinese urban upper secondary schools

TitleMotivating teachers’ commitment to change through transformational school leadership in Chinese urban upper secondary schools
Authors
KeywordsUrban upper secondary school
Transformational school leadership
Teachers’ commitment to change
China
Issue Date2015
Citation
Journal of Educational Administration, 2015, v. 53, n. 6, p. 735-754 How to Cite?
Abstract©Emerald Group Publishing Limited. Purpose – The purpose of this paper is to examine the effects of transformational school leadership on teachers’ commitment to change and the effects of organizational and teachers’ factors on teachers’ perception of transformational school leadership in the Chinese urban upper secondary school context. Design/methodology/approach – The paper mainly uses quantitative methods to explore the relationships between different constructs. The author asks: to what extent can transformational school leadership practices in the urban upper secondary schools of a particular Chinese city explain the variation in teachers’ commitment to change during curriculum reform? What are the effects of organizational and teachers’ factors on teachers’ perceptions of transformational school leadership? Findings – The results of multiple regression analysis showed that the effect of transformational school leadership was moderate when transformational school leadership and teachers’ commitment to change were treated as single variables. Four dimensions of transformational leadership practice together explained the moderate effects on four dimensions of teachers’ commitment to change, among which the effect of managing the instructional program was the most prominent. The results of multiple regression analysis also revealed that variables like culture, strategy, environment, and teachers’ age had significant relationships with teachers’ perceptions of transformational school leadership. Culture, environment, strategy, structure, and teachers’ factors such as age and grade taught had moderate effects on different dimensions of teachers’ perceptions of transformational school leadership. Originality/value – This study is one of the first to explore the effects of transformational school leadership on teachers’ commitment to change in the Chinese urban upper secondary school context. The findings contribute to educational management in China and similar contexts, and this study advances knowledge and furthers the understandings of the transferability of theories to different contexts.
Persistent Identifierhttp://hdl.handle.net/10722/219802
ISSN
2015 SCImago Journal Rankings: 0.848

 

DC FieldValueLanguage
dc.contributor.authorLiu, Peng-
dc.date.accessioned2015-09-23T02:57:59Z-
dc.date.available2015-09-23T02:57:59Z-
dc.date.issued2015-
dc.identifier.citationJournal of Educational Administration, 2015, v. 53, n. 6, p. 735-754-
dc.identifier.issn0957-8234-
dc.identifier.urihttp://hdl.handle.net/10722/219802-
dc.description.abstract©Emerald Group Publishing Limited. Purpose – The purpose of this paper is to examine the effects of transformational school leadership on teachers’ commitment to change and the effects of organizational and teachers’ factors on teachers’ perception of transformational school leadership in the Chinese urban upper secondary school context. Design/methodology/approach – The paper mainly uses quantitative methods to explore the relationships between different constructs. The author asks: to what extent can transformational school leadership practices in the urban upper secondary schools of a particular Chinese city explain the variation in teachers’ commitment to change during curriculum reform? What are the effects of organizational and teachers’ factors on teachers’ perceptions of transformational school leadership? Findings – The results of multiple regression analysis showed that the effect of transformational school leadership was moderate when transformational school leadership and teachers’ commitment to change were treated as single variables. Four dimensions of transformational leadership practice together explained the moderate effects on four dimensions of teachers’ commitment to change, among which the effect of managing the instructional program was the most prominent. The results of multiple regression analysis also revealed that variables like culture, strategy, environment, and teachers’ age had significant relationships with teachers’ perceptions of transformational school leadership. Culture, environment, strategy, structure, and teachers’ factors such as age and grade taught had moderate effects on different dimensions of teachers’ perceptions of transformational school leadership. Originality/value – This study is one of the first to explore the effects of transformational school leadership on teachers’ commitment to change in the Chinese urban upper secondary school context. The findings contribute to educational management in China and similar contexts, and this study advances knowledge and furthers the understandings of the transferability of theories to different contexts.-
dc.languageeng-
dc.relation.ispartofJournal of Educational Administration-
dc.subjectUrban upper secondary school-
dc.subjectTransformational school leadership-
dc.subjectTeachers’ commitment to change-
dc.subjectChina-
dc.titleMotivating teachers’ commitment to change through transformational school leadership in Chinese urban upper secondary schools-
dc.typeArticle-
dc.description.natureLink_to_subscribed_fulltext-
dc.identifier.doi10.1108/JEA-02-2014-0026-
dc.identifier.scopuseid_2-s2.0-84938689352-
dc.identifier.volume53-
dc.identifier.issue6-
dc.identifier.spage735-
dc.identifier.epage754-

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