Abstract
This study aims to examine the mediating effects of the Rational, Emotions, and Organizational paths in the relationship between School Leadership (SL) and students Reading Leadership (RL) in Chinese rural schools. Altogether 1223 Grade 9 students (576 boys and 647 girls) and their principals from 34 secondary schools in rural China were recruited and surveyed, and their RL was evaluated using the PISA Reading test. The results indicated that: (1) the direct effect of SL on RA was significant; (2) SL significantly influenced RL through the Emotions, and Organizational paths, whereas the Rational path was not significant; and (3) Use of Instructional Time (UIT), Teacher Trust in Others (TTO), Safe and Orderly Environment (SOE), and Collaborative Cultures (CC) were found the significant mediators intervening the effects of SL on RL. Copyright © 2020 Elsevier Ltd. All rights reserved.
| Original language | English |
|---|---|
| Article number | 105534 |
| Journal | Children and Youth Services Review |
| Volume | 119 |
| Early online date | Oct 2020 |
| DOIs | |
| Publication status | Published - Dec 2020 |
Citation
Zhu, H., Li, L., & Li, H. (2020). How school leadership influences Chinese students’ reading literacy: A test of the rational, emotions, and organizational paths in rural schools. Children and Youth Services Review, 119, Article 105534. https://doi.org/10.1016/j.childyouth.2020.105534Keywords
- School leadership
- Uses of instructional time
- Teacher trust in others
- Safe and orderly environment
- Collaborative culture
- Reading literacy