Abstract
Teacher leadership plays a very important role in increasing of education reform initiatives around the world. The current teaching profession in Chinese education is very challenging, and teachers must be prepared to deal with it. The role of teacher leadership in Chinese education reform continues to receive attention. The purpose of this study is to explore teachers’ perception of teacher leadership practice and the influence of gender, age, teacher education level, teaching experience, and other variables on teacher leadership practice in vocational schools. The Teacher Leadership School Survey (TLSS) was administered to 157 teachers in the vocational schools in Shenyang City, located in Liaoning Province in North China. The results of descriptive statistics, t-test, and one-way analysis of variance show that in the sample vocational schools, the frequency of teacher leadership practice is often. In addition, data analysis shows that teachers’ perceptions of teacher leadership practice vary significantly with age and teaching experience. The gender and education level of teachers were not significant factors. Finally, the data analysis concludes the strengths and weaknesses of teacher leadership in the specific practical activities of vocational schools. The implication of these results help to better align leadership training with the needs of particular teachers and support school improvement.
Presenters
Xiaoying WangStudent, Doctoral Candidate , UMSL, Missouri, United States Ming Yi
Doctoral Student, College of Education, University of Missouri-St Louis, Missouri, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Education and Learning Worlds of Differences
KEYWORDS
Teacher leadership,Vocational school
