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

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

• Li, Lijuan Joanna The Hong Kong Institute of Education
• Hallinger, Philip The Hong Kong Institute of Education
• Walker, Allan David The Hong Kong Institute of Education

Educational Management Administration & Leadership, 2015

Sage Publications

2015

• M Teachers & Education for Teachers
  • MA Professional Education for Teachers
• R Educational Policy & Administration
  • RH Supervisors, School Principals & Administrators

Leadership Management Teacher Learning School Capacity

• Hong Kong

• 1997.7 onwards

• Primary Education
• Post-Secondary Education

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).]

• English

Journal Articles

• 17411432

https://bibliography.lib.eduhk.hk/bibs/55a56172

2015-06-23