The Impact Of Principal Instructional Leadership On Teacher And Student

The principal is the core of a school's leadership and management.Many studies have shown that effective instructional leadership is related to school achievement.In order to improve the effectiveness of instructional leadership,it must be clear how it affects teachers and students in practice.Based on a large amount of literatures,this study found that the mechanism between the principal's instructional leadership and teachers' teaching efficacy has not yet been clarified.At the same time,the impact of instructional leadership on students' non-academic performance has also been overlooked.In addition,there was a lack of empirical research in China.Therefore,this study explored the data of Investigation of Curriculum and Instruction in China(ICIC)with the aim of revealing the characteristics of principal instructional leadership in a central city of China and its effect on teachers' teaching efficacy and students' school well-being.This study was divided into three parts: Firstly,the status of instructional leadership was analyzed from the perspective of the principal.And principal self-evaluation and teacher perceived was employed to test the difference between the instructional leadership.Secondly,the moderating model was used to explore the internal mechanism between teacher perceived instructional leadership and teachers' teaching efficacy.Finally,the hierarchical linear model was used to explore the influence of teacher perceived instructional leadership on students' school well-being.The finding of this study:(1)Principal instructional leadership in China is at the middle-upper level.However,the instructional leadership of the principal selfevaluation is significantly higher than that of the teacher perceived.(2)Under the moderating role of teacher peer relationship,teacher perceived instructional leadership can positively predict teachers' teaching efficacy.(3)Teacher perceived instructional leadership can have a direct impact on students' school well-being,and an indirect effect on students' school well-being through the chain-mediating role of teachers' teaching efficacy and teacher-student relationships.This study revealed the relationship mechanism of teacher perceived instructional leadership on teachers' teaching efficacy and students' school well-being.On the one hand,this study provided a Chinese perspective for international research,empirical support for Chinese research,and a new direction for future research.On the other hand,the scientific guidance was supplied for Chinese principals to effectively exert their instructional leadership.