Principal Instructional Leadership, Teacher Self-Efficacy, and Teacher Professional Learning in China: Testing a Mediated-Effects Model
© The Author(s) 2018. Background: Empirical evidence increasingly suggests that leadership which motivates, supports, and sustains the professional learning of teachers has a knock-on effect for both student learning and school improvement. The current study was conducted in China, where the workpla...
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| Main Authors: | , |
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| Format: | Article |
| Published: |
2019
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| Online Access: | https://repository.li.mahidol.ac.th/handle/123456789/47402 |
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| Institution: | Mahidol University |