Dear Label_Name,

Greetings! I hope you are well.

I am writing on behalf of an international publishing house, Science and Education Publishing, USA (http://www.sciepub.com).

Science and Education Publishing (SciEP) is a multidisciplinary open access publisher of Journals covering the fields of Science, Technology and Medicine. All SciEP publications are subject to high-quality peer review, editorial and production processes and are freely available online.

Welcome to the April, 2013 edition of SciEP newsletter, providing monthly summaries of articles on science & education related topics of interest to scientist and professionals. The mission of our journals is to provide an open access forum for publishing new findings on issues pertinent to scientific and academic field. We also invite you to submit original research papers, review articles, short reports, or case studies are considered for publication in our Multidisciplinary Journals.

American Journal of Public Health Research
DOI: 10.12691/ajphr-1-1-3

The Implementation of a Tele-Homecare System with Service Oriented Architecture and HL7 Message Transmission Standard
Ching-Sung Wang

American Journal of Medical and Biological Research
DOI: 10.12691/ajmbr-1-1-2

The Influence of Ethanol on Pyruvate Kinases Activity in Vivo, in Vitro, in Silico
Lelevich Sergey Vladimirovich, Khrustalev Vladislav Victorovich, Barkovsky Eugene Victorovich, Shedogubova Tatyana Aleksandrovna

American Journal of Medical Sciences and Medicine
DOI: 10.12691/ajmsm-1-1-1

Clinical and Histological Features in Wegener Granulomatosis
Li Cavoli Gioacchino, Passantino Rita, Bono Luisa, Tortorici Calogera, Ferrantelli Angelo, Giammarresi Carlo, Rotolo Ugo

American Journal of Infectious Diseases and Microbiology
DOI: 10.12691/ajidm-1-1-2

The Curse of Lymphatic Filariasis: Would the Continual Use of Diethylcarbamazine Eliminate this Scourge in Papua New Guinea?
Anne Lanham, Lillian Mwanri

We have released issues of some journals on February 2013.
American Journal of Public Health Research
American Journal of Medical Sciences and Medicine
American Journal of Medical and Biological Research
American Journal of Pharmacological Sciences
American Journal of Clinical Medicine Research
American Journal of Nursing Research
American Journal of Cancer Prevention
American Journal of Medicine Studies
American Journal of Infectious Diseases and Microbiology
American Journal of Cardiovascular Disease Research
American Journal of Biomedical Research
American Journal of Mechanical Engineering
American Journal of Microbiological Research
Journal of Preventive Medicine
American Journal of Food and Nutrition
American Journal of Hypertension Research
American Journal of Sports Science and Medicine
Journal of Cancer Research and Treatment
American Journal of Zoological Research
Journal of Biomedical Engineering and Technology
American Journal of Microbiological Research
Biomedical Science and Engineering

We are pleased to announce that submissions are now being accepted for peer review for all the journals across all our subject areas in SciEP.

Please submit your manuscript via our online submission system:
http://www.sciepub.com/author/signin

To unsubscribe from our mailing list, please click on the following link: unsubscribe

I am looking forward to hearing from you.

Kind regards,

David Rain
Email:join@sciepub.com
Science and Education Publishing (http://www.sciepub.com)

Label_Title

Dear Label_Name,

Greetings! I hope you are well.

I am writing on behalf of an international publishing house, Science and Education Publishing, USA (http://www.sciepub.com).

Science and Education Publishing (SciEP) is a multidisciplinary open access publisher of Journals covering the fields of Science, Technology and Medicine. All SciEP publications are subject to high-quality peer review, editorial and production processes and are freely available online.

Welcome to the April, 2013 edition of SciEP newsletter, providing monthly summaries of articles on science & education related topics of interest to scientist and professionals. The mission of our journals is to provide an open access forum for publishing new findings on issues pertinent to scientific and academic field. We also invite you to submit original research papers, review articles, short reports, or case studies are considered for publication in our Multidisciplinary Journals.

American Journal of Public Health Research
DOI: 10.12691/ajphr-1-1-3

The Implementation of a Tele-Homecare System with Service Oriented Architecture and HL7 Message Transmission Standard
Ching-Sung Wang

American Journal of Medical and Biological Research
DOI: 10.12691/ajmbr-1-1-2

The Influence of Ethanol on Pyruvate Kinases Activity in Vivo, in Vitro, in Silico
Lelevich Sergey Vladimirovich, Khrustalev Vladislav Victorovich, Barkovsky Eugene Victorovich, Shedogubova Tatyana Aleksandrovna

American Journal of Medical Sciences and Medicine
DOI: 10.12691/ajmsm-1-1-1

Clinical and Histological Features in Wegener Granulomatosis
Li Cavoli Gioacchino, Passantino Rita, Bono Luisa, Tortorici Calogera, Ferrantelli Angelo, Giammarresi Carlo, Rotolo Ugo

American Journal of Infectious Diseases and Microbiology
DOI: 10.12691/ajidm-1-1-2

The Curse of Lymphatic Filariasis: Would the Continual Use of Diethylcarbamazine Eliminate this Scourge in Papua New Guinea?
Anne Lanham, Lillian Mwanri

We have released issues of some journals on February 2013.
American Journal of Public Health Research
American Journal of Medical Sciences and Medicine
American Journal of Medical and Biological Research
American Journal of Pharmacological Sciences
American Journal of Clinical Medicine Research
American Journal of Nursing Research
American Journal of Cancer Prevention
American Journal of Medicine Studies
American Journal of Infectious Diseases and Microbiology
American Journal of Cardiovascular Disease Research
American Journal of Biomedical Research
American Journal of Mechanical Engineering
American Journal of Microbiological Research
Journal of Preventive Medicine
American Journal of Food and Nutrition
American Journal of Hypertension Research
American Journal of Sports Science and Medicine
Journal of Cancer Research and Treatment
American Journal of Zoological Research
Journal of Biomedical Engineering and Technology
American Journal of Microbiological Research
Biomedical Science and Engineering

We are pleased to announce that submissions are now being accepted for peer review for all the journals across all our subject areas in SciEP.

Please submit your manuscript via our online submission system:
http://www.sciepub.com/author/signin

To unsubscribe from our mailing list, please click on the following link: unsubscribe

I am looking forward to hearing from you.

Kind regards,

David Rain
Email:join@sciepub.com
Science and Education Publishing (http://www.sciepub.com)

Educational Leadership Practices and Teaching Performance in Selected Chinese Schools towards Leadership-Driven Educational Enrichment Program

Zhang Tao*, Rosita G. Castro, Romiro G. Bautista

Graduate School, Adamson University, Philippines

Abstract: Effective educational leadership plays a crucial role in enhancing teaching performance and fostering a positive educational environment. This study explores the educational leadership practices in selected schools in China and assesses how these practices influence teaching performance as a tangible expression of effective leadership. Additionally, it examines the impact of school heads' leadership practices on the teaching performance of teachers. A descriptive-correlational research design was utilized to systematically present, analyze, and interpret the data. To achieve this, various statistical tools were employed, including frequency count and percentage, weighted mean, ranking, and Pearson’s r Correlation Analysis. The study revealed that respondents strongly agree with the leadership practices of educational leaders in key areas such as goal setting, strategic resourcing, curriculum quality, teaching quality, and teacher learning and development. Furthermore, there is a significant and positive correlation between the educational leadership practices of school leaders and teachers' performance. The educational leaders in the locale have established effective leadership practices that positively influence teacher performance. Overall, the findings suggest a positive educational landscape with strong leadership and teacher performance in the studied area.

Keywords: Educational Leadership, Curriculum Quality, Teaching Quality, Leadership Practices, Teaching performance, Leadership-Driven

Received August 02, 2024; Revised September 04, 2024; Accepted September 10, 2024

Citation: Zhang Tao, Rosita G. Castro, Romiro G. Bautista, Educational Leadership Practices and Teaching Performance in Selected Chinese Schools towards Leadership-Driven Educational Enrichment Program. American Journal of Educational Research, 12 (8). 329-338. January 2024. doi:10.12691/education-12-8-6

1. Introduction

The global landscape of education reform has increasingly embraced both international perspectives and localized approaches, highlighting the inadequacy of a standardized curriculum in meeting the evolving demands of the educational environment. In China, the traditional education management system has historically placed a strong emphasis on knowledge transmission by teachers, often at the expense of fostering student initiative. This approach has limited the autonomy of both teachers and students, hindering the development of more dynamic educational practices [1]. To address these challenges, China has embarked on a new phase of basic education reform, which advocates for a "parallel" system of educational administration involving the state, localities, and schools. This reform aims to enhance the relevance of the curriculum to the specific needs of schools and students by shifting from a model of "curriculum management" to one of "educational leadership," where teachers transition from mere "implementers" to "leaders" [2]. While the top-down approach to educational management remains necessary for maintaining discipline, it often results in passive implementation. In contrast, educational leadership encourages the active construction and application of knowledge to achieve transformative outcomes, fostering collaboration and communication among educational professionals to meet shared goals [3].

Educational leadership, particularly in the context of this reform, demands a bottom-up approach that empowers teachers with greater creativity and initiative. Teachers, therefore, become central figures driving curriculum reform and school development. Enhancing teachers' educational leadership not only optimizes the school curriculum structure and improves student outcomes but also promotes teachers' professional growth, which is crucial for the success of the curriculum reform [2]. Despite its importance, there remains a relative paucity of research on teacher educational leadership in China, necessitating further exploration of both theoretical and practical aspects through targeted studies [3].

Background of the Study

Since the 1990s, the Chinese Ministry of Education has been actively pursuing educational innovations to remain competitive in the global arena and to align with new century educational developments. One of the landmark reforms was the 2001 National Curriculum Reform, which aimed to overhaul the existing curriculum structure at the basic education level by introducing a three-tier curriculum management system. This reform shifted the long-standing centralized control over the curriculum from the education administration to a more distributed model [4]. In 2012, the Ministry introduced the Professional Standards for Primary School Teachers, which outlined five key competencies essential for primary school teachers: the ability to design, organize, implement, motivate, evaluate, communicate, collaborate, reflect, and develop. These competencies are reflective of the curriculum leadership expected of teachers [5]. Further reforms, such as the 2019 Opinions on Deepening Education Teaching Reform, emphasized the need for provincial education departments to develop local and school-based curricula, supported by a system for evaluation and quality monitoring [4]. The 2022 release of a new national curriculum for compulsory education further underscored the importance of teachers and schools understanding curriculum standards and improving teaching practices [6].

Educational reform is not merely about altering content and methods but also about transforming the roles and responsibilities of educators. Teachers are encouraged to shift from passive implementation to active participation, aligning with the goals of educational leadership development. This shift requires teachers to continuously enhance their knowledge, refine their research and innovation skills, and improve their practical and leadership abilities [3]. Strengthening educational leadership among teachers is, therefore, pivotal for their professional development. However, elementary school teachers in China often find themselves in passive roles due to administrative constraints, leading to burnout and diminished initiative. Additionally, the formal leadership exercised by principals can stifle teachers' professional voices, hindering their long-term development. Best practices in educational leadership advocate for the delegation of authority to teachers, promoting democratic participation and collaboration, which can help overcome the challenges currently facing elementary school teachers' professional development [2].

2. Methodology

This study employed a descriptive research design since the study deals on the determinants of the leadership practices of educational leaders and the teaching performances of teachers under the tutelage of these educational leaders. The objective is to assess the correlation between educational leadership practices in selected Chinese schools and the teachers’ teaching performance.

The research was conducted in three primary schools in Duyun, Guizhou Province, China. These schools, which collectively serve over 3,000 students and employ more than 300 teaching staff, were chosen for their representation of educational leadership and curriculum development in the region. The study's participants included the principals and teachers, who were selected through purposive sampling. This sampling method was chosen because it allows the researcher to select sample units based on specific characteristics relevant to the study. Given the study's focus on exploring educational leadership practices, which are typically more complex in larger schools, the selected schools provided a suitable context for investigating the challenges and leadership roles required of teachers in such environments.

A questionnaire was used as the primary data collection instrument. A questionnaire is a survey tool consisting of a series of statements or items designed to gather evidence. It is cost-effective, requires less effort than interviews, and provides structured responses, making data collection easier for the investigator. The questionnaire for this study, consisting of 25 items, was developed using the mapping method from a literature review and was partially based on the PhD theses of Chun Wang [7] and Nadir Hussain Bhayo [8]. The items were categorized according to the research questions and used a Likert scale to measure responses.

Data collection is a critical stage in any primary research study. The researchers obtained consent from the selected schools in advance and planned to begin data collection in July 2023, following the completion of the dissertation proposal. The questionnaire will be distributed to the entire faculty, with responses collected within a specified timeframe. After the questionnaire is completed, the researcher will conduct a semi-structured interview with the principal. The entire data collection process is expected to take one month.

SPSS 22.0 software, developed by IBM for statistical analysis, data mining, predictive analysis, and decision support, will be used to analyze the collected data. The analysis and interpretation of the data aim to make the "invisible" visible and the seemingly "meaningless" meaningful. Functionally, the purpose of the analysis is to reduce the data to a meaningful and interpretable form, allowing the relationships between the research questions to be studied and tested. In this study, the reliability and validity of the questionnaire were first tested. Reliability refers to the consistency and stability of the test results, and the Cronbach Alpha value indicated that the reliability of the questionnaire was higher than 0.8. Validity refers to the extent to which the questionnaire effectively measures the evaluation indicators. SPSS software was used for statistical analysis, and interviews were recorded and narratively analyzed to support the quantitative data. The data will be analyzed with the stated objectives in mind, and the results will be presented descriptively through data, tables, and graphics to facilitate interpretation.

3. Results and Discussion

3.1. Leadership Practices of Educational Leaders

Presented in the table are the leadership practices of the educational leaders as perceived by the teacher-respondents. The results indicate that the leaders prioritize leading teaching, learning, and development (3.68), followed by teaching quality (3.66), goal setting (3.57), curriculum quality (3.53), and strategic resourcing (3.43).

These findings suggest that educational leaders place a significant emphasis on the direct aspects of teaching and learning, which aligns with research indicating that effective educational leadership is closely linked to improved student outcomes and teacher development [9,10]. By focusing on teaching quality and development, leaders are likely fostering an environment that encourages continuous improvement and professional growth among teachers [11,12]. The prioritization of goal setting indicates a strategic approach to achieving educational objectives, as clear, well-communicated goals help align the efforts of teachers and administrators [13,14]. Attention to curriculum quality ensures that the content delivered is relevant and effective, contributing to better student engagement and learning outcomes [15,16]. However, the relatively lower emphasis on strategic resourcing may imply a need for better allocation and utilization of resources to support these educational initiatives comprehensively, as adequate and strategic use of resources is critical to sustaining effective leadership practices [17,18]. Addressing this could lead to more balanced and sustainable educational leadership practices.

Table 1. Perceived Leadership Practices of Educational Leaders as Assessed by the Respondents

3.2. Teaching Performances of the Teacher-respondents

Presented in the table are the perceived teaching performances of the respondents. It shows that the respondents place the highest value on personal characteristics (3.78), followed by expertise in teaching methodology (3.74), attitude towards students (3.73), and mastery of the subject (3.67).

These findings underscore the critical role of personal characteristics in teaching performance, aligning with research that highlights traits such as empathy, patience, and dedication as essential components of effective teaching [19,20]. The strong emphasis on personal characteristics suggests that successful teaching extends beyond mere academic knowledge and technical skills; it also involves the ability to build meaningful relationships and foster a positive classroom environment, which are key to student success [21]. The high rating for expertise in teaching methodology indicates that teachers are committed to employing effective instructional strategies, which are known to enhance student engagement and learning outcomes [22,23]. Additionally, the positive attitude towards students reflects a supportive and nurturing approach, which is essential for creating an inclusive and motivating learning atmosphere [24]. While mastery of the subject ranks slightly lower, it remains fundamental for ensuring that teachers can deliver content confidently and accurately. Strengthening subject mastery could further enhance teaching performance, leading to a more comprehensive and effective educational experience [25].

Table 2. Perceived Teaching Performances of the Teacher-respondents

Presented in Table 3 is the relationship between the leadership practices of educational leaders and the teachers' teaching performances. The data indicate that leadership practices related to goal setting, strategic resourcing, curriculum quality, teaching quality, and teacher learning and development are highly correlated with teachers' performance, particularly in areas such as attitude towards students, mastery of the subject matter, teaching methodology, and personal characteristics.

Table 3. Relationship between the Educational Leadership of School Leaders and the Teachers’ Teaching Performances

The results suggest a strong connection between how leaders approach various aspects of their roles and the corresponding performance of teachers. Specifically, the following correlations are highlighted:

On goal setting. Leaders who set and communicate clear goals positively influence how teachers interact with their students. Effective goal setting by leadership can foster a positive shift in teachers' attitudes and behaviors towards their students [13,26].

On strategic resourcing. The allocation and management of resources by leaders directly impact teachers' mastery of their subject matter. Properly allocated resources can enhance teachers' capacity to excel in their respective disciplines [1,27].

On curriculum quality. The quality of the curriculum, as determined by leaders, affects the teaching methodologies employed by teachers. A well-structured curriculum can guide teachers in delivering more effective lessons [26,27].

On teaching quality: Leaders who prioritize and uphold high teaching quality standards encourage teachers to adopt more effective teaching methods. There is a clear link between leaders' focus on teaching quality and the instructional strategies used by teachers [19,28].

On teacher learning and development. The opportunities for professional growth provided by leaders have a significant impact on teachers' personal characteristics. Leaders who invest in teacher development can expect improvements in teachers' personal attributes and overall effectiveness [26,29].

These findings align with the research conducted by Han Fang [26] and Zhao Yue [28], who assert that educational leadership awareness is crucial in shaping teachers' teaching practices. They emphasize that clear goal-setting by school principals, along with the effective sharing of these goals among teachers and students, enhances teachers' sense of efficacy, leading to improved outcomes and performance in the classroom.

3.3. Proposed Development Plan of Leadership-Driven Educational Enrichment Program

General Objective: The main objective of this proposal is to expand the leadership-educational enrichment program of the elementary schools at Duyun City, Guizhou Province, China

Specific Objectives: This proposal aims to achieve the following specific objectives:

1. Enhance the leadership programs for school leaders in areas like goal setting, strategic resourcing, curriculum quality, teaching quality, and teacher development.

2. Maintain and further improve teacher performance, by providing ongoing professional development opportunities focusing on areas such as teaching methodology, subject mastery, and personal characteristics.

3. Promote and support innovative teaching methods by adopting modern educational technology, experimenting with new pedagogical approaches, and creating a culture of experimentation and improvement.

4. Explore factors related to teacher satisfaction and retention within the educational institutions by analyzing what keeps teachers motivated and committed can be valuable for school improvement efforts.

Table 4. Proposed Development Plan of Leadership-Driven Educational Enrichment Program

4. Conclusion and Recommendations

Based on the results and findings of the study, the following are concluded and recommended:

1. Strong Leadership Practices: Respondents express strong agreement with the leadership practices of educational leaders in various areas such as goal setting, strategic resourcing, curriculum quality, teaching quality, and teacher learning and development. The mean ratings in these areas fall within the range of 3.25 to 4.00, indicating that the leadership practices in the locale of the study are perceived as excellent.

2. High Teacher Performance: Similarly, respondents strongly agree with the performances of teachers, particularly in terms of their attitude towards students, mastery of subject matter, teaching methodology, and personal characteristics. These aspects also receive mean ratings in the range of 3.25 to 4.00, suggesting an excellent state of teacher performance in the study's locale.

3. Strong Correlation: There is a significant and positive correlation between the educational leadership practices of school leaders and the teachers' performances. This indicates that effective leadership practices contribute to high-performing teachers, particularly in areas related to their attitudes, subject mastery, teaching methods, and personal qualities.

4. Observed Practices: The observed practices of educational leaders in their respective schools revolve around the establishment of learning communities and organizations, the utilization of collaborative leadership approaches, the implementation of innovative teaching methods, and the provision of mentoring and shepherding to their colleagues. These practices suggest a commitment to fostering a positive and supportive educational environment.

In summary, the study indicates that the educational leaders in the locale have established effective leadership practices that positively influence teacher performance. They prioritize collaborative and innovative approaches to leadership, which align with the goal of creating a learning-focused school environment. Overall, the findings suggest a positive educational landscape with strong leadership and teacher performance in the studied area.

Based on the conclusions of this study, the following are recommended:

1. Leadership Development Programs: Given the strong correlation between leadership practices and teacher performance, educational institutions should consider investing in leadership development programs for school leaders. These programs can enhance their skills in areas like goal setting, strategic resourcing, curriculum quality, teaching quality, and teacher development.

2. Continuous Teacher Training: To maintain and further improve teacher performance, schools should provide ongoing professional development opportunities. These programs can focus on areas such as teaching methodology, subject mastery, and personal characteristics.

3. Promotion of Collaborative Leadership: Encourage educational leaders to continue employing collaborative leadership approaches, as they have been shown to be effective. Schools can establish mechanisms for leaders to collaborate with teachers and other stakeholders in decision-making processes.

4. Innovation in Teaching: Schools should actively support and promote innovative teaching methods. This may include adopting modern educational technology, experimenting with new pedagogical approaches, and creating a culture of experimentation and improvement.

5. Mentoring and Shepherding Programs: Expand and formalize mentoring and shepherding programs for teachers. Encourage experienced teachers to mentor their colleagues, fostering a culture of support and professional growth.

6. Diverse Recruitment Strategies: Given the demographic profile of the majority of respondents, consider implementing strategies to attract a more diverse group of teachers, including those of different genders, age groups, and levels of experience.

References

[1]   | Zhao, Y. (2013). The Takeover of Globalization and the Future of Education in China: A Critical Examination. Educational Philosophy and Theory, 45(8), 899-916.
[2]   | Li, H., & Wong, W. Y. (2020). The evolution of education leadership in China: From political direction to professional responsibility. Educational Management Administration & Leadership, 48(6), 1065-1083.
[3]   | Gao, X., & Xu, J. (2014). Teacher leadership in context: The case of China. International Journal of Leadership in Education, 17(1), 1-25.
[4]   | Ministry of Education of the People's Republic of China. (2019). Opinions on Deepening Education Teaching Reform to Comprehensively Improve the Quality of Compulsory Education.
[5]   | Ministry of Education of the People's Republic of China. (2012). Professional Standards for Primary School Teachers (for trial implementation).
[6]   | Ministry of Education of the People's Republic of China. (2022). National Compulsory Education Curriculum Standards.
[7]   | Chun, W. (2022). Study on Curriculum Leadership of International Chinese Teachers in Universities. Doctoral Dissertation: Northeast Normal University.
[8]   | Bhayo, NH. (2021). Investigating Teacher Leadership Practices, Promotion, and Challenges in Context of Pakistan: A Study of Public Schools in Sindh Province. Doctoral Dissertation: Northeast Normal University
[9]   | Robinson, V. M. J., Lloyd, C. A., & Rowe, K. J. (2008). The impact of leadership on student outcomes: An analysis of the differential effects of leadership types. Educational Administration Quarterly, 44(5), 635-674.
[10]   | Hallinger, P. (2011). Leadership for learning: Lessons from 40 years of empirical research. Journal of Educational Administration, 49(2), 125-142.
[11]   | Darling-Hammond, L. (2000). Teacher quality and student achievement: A review of state policy evidence. Education Policy Analysis Archives, 8(1).
[12]   | Timperley, H. (2011). Realizing the power of professional learning. McGraw-Hill Education.
[13]   | Leithwood, K., Harris, A., & Hopkins, D. (2008). Seven strong claims about successful school leadership. School Leadership & Management, 28(1), 27-42.
[14]   | Day, C., Gu, Q., & Sammons, P. (2016). The impact of leadership on student outcomes: How successful school leaders use transformational and instructional strategies to make a difference. Educational Administration Quarterly, 52(2), 221-258.
[15]   | Fullan, M. (2007). The new meaning of educational change. Teachers College Press.
[16]   | Marsh, C. J. (2009). Key concepts for understanding curriculum. Routledge.
[17]   | Grissom, J. A., & Loeb, S. (2011). Triangulating principal effectiveness: How perspectives of parents, teachers, and assistant principals identify the central importance of managerial skills. American Educational Research Journal, 48(5), 1091-1123.
[18]   | Odden, A., & Picus, L. O. (2014). School finance: A policy perspective. McGraw-Hill.
[19]   | Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
[20]   | Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79(1), 491-525.
[21]   | Hamre, B. K., & Pianta, R. C. (2006). Student-teacher relationships. In G. G. Bear & K. M. Minke (Eds.), Children's needs III: Development, prevention, and intervention (pp. 59-71). National Association of School Psychologists.
[22]   | Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-22.
[23]   | Darling-Hammond, L., & Bransford, J. (Eds.). (2005). Preparing teachers for a changing world: What teachers should learn and be able to do. Jossey-Bass.
[24]   | Noddings, N. (2005). The challenge to care in schools: An alternative approach to education. Teachers College Press.
[25]   | Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59(5), 389-407.
[26]   | Han, F. (2018). Educational leadership and its impact on teachers' efficacy and performance. Journal of Educational Research, 45(2), 122-138.
[27]   | Grissom, J. A., & Loeb, S. (2011). Triangulating principal effectiveness: How perspectives of parents, teachers, and assistant principals identify the central importance of managerial skills. American Educational Research Journal, 48(5), 1091-1123.
[28]   | Zhao, Y. (2018). The role of leadership in curriculum design and implementation. International Journal of Educational Leadership, 29(3), 210-225.
[29]   | Darling-Hammond, L. (2000). Teacher quality and student achievement: A review of state policy evidence. Education Policy Analysis Archives, 8(1).