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Kindergarten Teachers' Perceptions of Whole-Child Development: The Roles of Leadership Practices and Professional Learning Communities
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Keung, Chrysa Pui Chi; Yin, Hongbiao; Tam, Winnie Wing Yi; Chai, Ching Sing; Ng, Clement Ka Kit – Educational Management Administration & Leadership, 2020
This study examined the relationships between leadership practices, professional learning communities, teachers' efficacy beliefs and perceptions of whole-child development in the context of kindergarten education. A sample of 2120 teachers from 153 Hong Kong kindergartens participated in a questionnaire survey. The results showed that principals'…
Descriptors: Foreign Countries, Preschool Teachers, Kindergarten, Teacher Attitudes
How Ethical Leadership Influences Professional Learning Communities via Teacher Obligation and Participation in Decision Making: A Moderated-Mediation Analysis
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Liu, Shengnan; Yin, Hongbiao – Educational Management Administration & Leadership, 2023
This study tested a moderated-mediation model of the processes linking principal ethical leadership and professional learning communities in China, in which teacher obligation is included as a mediator, and teacher participation in school decision making is considered as a moderator. The results from 3374 teachers revealed significant direct and…
Descriptors: Ethics, Decision Making, Leadership Styles, Participative Decision Making
Principal Leadership Practices, Professional Learning Communities, and Teacher Commitment in Hong Kong Kindergartens: A Multilevel SEM Analysis
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To, Ken Hang; Yin, Hongbiao; Tam, Winnie Wing Yi; Keung, Chrysa Pui Chi – Educational Management Administration & Leadership, 2023
In response to the needs for kindergarten principals to foster teachers' capacities and commitment, this study examined the relationships between professional learning communities, principal leadership practices, and teacher commitment to kindergartens among 2106 teachers from 153 Hong Kong kindergartens, analyzing by using multilevel structural…
Descriptors: Foreign Countries, Principals, Kindergarten, Communities of Practice
Are Professional Learning Communities Beneficial for Teachers? A Multilevel Analysis of Teacher Self-Efficacy and Commitment in China
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Zheng, Xin; Yin, Hongbiao; Liu, Yuan – School Effectiveness and School Improvement, 2021
This study examined the relationships between school-level professional learning communities (PLCs) and individual teachers' self-efficacy and commitment based on questionnaire responses from 1,203 teachers from 39 primary schools in mainland China. Multilevel analysis indicated that reflective dialogue significantly predicted self-efficacy.…
Descriptors: Communities of Practice, Professional Development, Teacher Collaboration, Elementary School Teachers
What Motivates Chinese Undergraduates to Engage in Learning? Insights from a Psychological Approach to Student Engagement Research
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Yin, Hongbiao – Higher Education: The International Journal of Higher Education Research, 2018
Student engagement research has been dominated by a behavioral approach. Based on the Motivation and Engagement Wheel, a psychological interpretation of student engagement, this study examined the relationships among student motivation, engagement, and mastery of generic skills as a desired learning outcome. A sample of 2013 Chinese undergraduates…
Descriptors: Learner Engagement, Undergraduate Students, Student Motivation, Skill Development
Teacher Participation in School-Based Professional Development in China: Does It Matter for Teacher Efficacy and Teaching Strategies?
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Ke, Zheng; Yin, Hongbiao; Huang, Shenghua – Teachers and Teaching: Theory and Practice, 2019
Although Chinese teachers commonly participate in school-based professional development activities, there is a remarkable scarcity of large-scale quantitative research into the effectiveness of teacher professional development in China, which is characterised as an institutionalised practice. Based on a conceptual framework applying recent…
Descriptors: Educational Environment, Secondary School Teachers, Faculty Development, Teacher Attitudes