EFFECTS OF INSTRUCTIONAL LEADERSHIP ON TEACHERS’PRO- FESSIONAL LEARNING: MEDIATION AND MODERATION EFFECTS MODEL OF TEACHER COMMITMENT AND COLLECTIVE EFFICACY IN PUBLIC UNIVERSITIES IN GUANGDONG PROVINCE
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Abstract
This research aimed to explore the impact mechanism of instructional leadership on teachers’ professional learning by constructing a moderated mediation model involving teacher collective efficacy and teacher commitment as mediating and moderating variables, respectively. The specific objectives of The research were:(1) To establish a model of the relationship between Instructional leadership and teachers' professional learning;(2) To study the relationship between Instructional leadership and teacher commitment;(3) To study the relationship between Instructional leadership and teachers' professional learning;(4) To study the role of teachers' collective effectiveness in the relationship between Instructional leadership and teachers' professional learning;(5) To study Instructional leadership regulates teacher professional learning through its influence on teacher commitment.This research employed quantitative survey methods to construct a model of teacher professional learning. The primary objective was to examine the impact of teacher leadership on the effectiveness of teacher professional learning, with a particular focus on the moderating effects of teacher commitment and teacher collective efficacy. A sample were 563 teachers in public university in Guangdong province, sample size was determined by using G*Power software. Data analysis and hypothesis testing were conducted using Confirmatory Factor Analysis (CFA) and Structural Equation Modeling (SEM).
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