International Journal of Research Studies in Education
CollabWritive Special Issue
Volume 13 Issue 4
Available Online: 15 April 2024
Author/s:
Hu, Xinxin
Graduate School, Lyceum of the Philippines University – Batangas, Philippines (1169172922@qq.com)
Abstract:
The study on Chinese college teachers examines the interplay between teacher leadership, self-efficacy, and perceived effectiveness, aiming to propose a faculty development program. Using an online survey from 400 participants across five universities, the research found that most respondents were female with 6-10 years of experience. It highlighted that male teachers, particularly early in their careers, reported higher self-efficacy levels. The study also noted that while school leaders were seen as balanced in their leadership approach, there was a need for increased teacher autonomy in decision-making. Teachers expressed satisfaction with their traditional teaching roles but faced challenges in uncertain situations, where confidence dipped. The research emphasized the interconnectedness of leadership structure, self-efficacy, and effectiveness, advocating for a comprehensive development policy. The proposed program includes creating a transparent governance participation mechanism for teachers and fostering practice communities that focus on student engagement, innovative teaching, and interdisciplinary collaboration. This approach aims to enhance teaching efficiency, boost teacher self-efficacy, and develop leadership skills, moving beyond fragmented interventions to a more integrated strategy for faculty development.
Keywords: teacher leadership structure, teacher self-efficacy, teacher effectiveness, Chinese universities, teacher professional development
DOI: https://doi.org/10.5861/ijrse.2024.24627
Cite this article:
Hu, X. (2024). Teacher leadership structure, self-efficacy, and effectiveness in Chinese universities. International Journal of Research Studies in Education, 13(4), 175-186. https://doi.org/10.5861/ijrse.2024.24627