Exploring the mediating effects of trust on principal leadership and teacher professional learning in Hong Kong primary schools

Lijuan Joanna LI, Philip HALLINGER, Allan David WALKER

Research output: Contribution to journalArticlespeer-review

37 Citations (Scopus)

Abstract

This study attempted to identify effects of trust between principal leadership and teacher professional learning in Hong Kong primary schools. To verify the potential mediating effects of trust as a component of school capacity, survey data with a sample of 970 teachers from 32 local primary schools was used. Two questionnaires were combined to investigate principal leadership and school capacity in the schools. Baron and Kenny’s four-step causal process for mediation analysis was employed to have a preliminary inquiry. To compensate weaknesses of the orthodox regression based approach, significance of the mediating effects of trust were tested using the Sobel’s test and bootstrapping method. Next, the seven core sets of principal leadership practices were used as multiple predictors, and mediating effects of trust between them and teacher professional learning were also examined. The findings affirmed the role of faculty trust as a mediator between principal leadership and teacher professional learning in Hong Kong primary schools. Copyright © 2015 The Author(s).
Original languageEnglish
Pages (from-to)20-42
JournalEducational Management Administration & Leadership
Volume44
Issue number1
Early online dateApr 2015
DOIs
Publication statusPublished - 2016

Citation

Li, L., Hallinger, P., & Walker, A. (2016). Exploring the mediating effects of trust on principal leadership and teacher professional learning in Hong Kong primary schools. Educational Management Administration & Leadership, 44(1), 20-42.

Keywords

  • Leadership
  • Management
  • Teacher learning
  • School capacity

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