Communication as a mediator between principal leadership and teacher professional learning in Hong Kong primary schools

Lijuan Joanna LI, Philip HALLINGER

Research output: Contribution to journalArticle

Abstract

This study attempted to identify communication as a human relational “path” through which principal leadership influenced teacher professional learning. The data was collected from a sample of 970 teachers from 32 Hong Kong primary schools. Online survey was administered, with two questionnaires to measure teacher perceptions of principal leadership and school capacity. Baron and Kenny’s (1986) four-step causal process for mediation analysis was employed and integrated with bootstrapping method. Further significance of the mediating effects of communication was tested, and the sizes for both the direct and indirect effects in the relationship were made explicit. The findings affirmed the role of communication as a mediator in the relationship between principal leadership and teacher learning. Copyright © 2016 Rowman & Littlefield.
Original languageEnglish
Pages (from-to)192-214
JournalInternational Journal of Educational Reform
Volume25
Issue number2
Publication statusPublished - 2016

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primary school
Hong Kong
leadership
communication
teacher
learning
online survey
mediation
questionnaire
school

Citation

Li, L., & Hallinger, P. (2016). Communication as a mediator between principal leadership and teacher professional learning in Hong Kong primary schools. International Journal of Educational Reform, 25(2), 192-214.

Keywords

  • Communication
  • Principal leadership
  • Teacher professional learning
  • Mediating effect
  • bootstrapping