Administrators’ Instructional Leadership Factors Influencing Teacher Performance in Public Higher Vocational Colleges in Shandong Province
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Abstract
This study aimed to examine: (1) the perceived importance of ethical leadership among principals of state vocational colleges in Shandong Province, (2) the level of teachers’ knowledge in state vocational colleges in Shandong Province, (3) the impact of principals’ instructional leadership on teachers' performance in state vocational colleges in Shandong Province, and (4) the capacity to support teachers’ work in fostering instructional leadership in state vocational colleges in Shandong Province. The quantitative sample consisted of 600 staff members and teachers from state vocational colleges in Shandong Province. Statistical analyses included percentage, frequency, mean, standard deviation, and multiple regression analysis. The qualitative sample comprised nine participants, with data analyzed inductively and summarized through content analysis. The findings revealed that the key components of instructional leadership among principals in state vocational colleges in Shandong Province included goal setting, professional development, instructional supervision, organizational management, environmental support, and teacher empowerment. The overall teacher performance level was measured at a mean of 3.569 with a standard deviation of 0.829, indicating a high level of performance. The Confirmatory Factor Analysis (CFA) model assessing the impact of principals' instructional leadership on teachers' performance demonstrated a good model fit, confirming its appropriateness. Furthermore, the study highlighted the feasibility of data collection to facilitate continuous teacher learning, promote the development of an individualized teacher system, foster a positive academic atmosphere across various disciplines, enhance teachers' autonomy, and strengthen their sense of professional significance.
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