Understanding the relationship between teacher leadership and collective teacher efficacy in Chinese urban primary schools

References

• Angelle, P., & M. Teague, G. (2014). Teacher leadership and collective efficacy: Teacher perceptions in three US school districts. Journal of Educational Administration,52(6), 738–753. https://doi.org/10.1108/JEA-02-2013–0020
   Google Scholar
• Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall.
   Google Scholar
• Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2), 117–148. https://doi.org/10.1207/s15326985ep2802_3
   Web of Science ®Google Scholar
• Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman and Company.
   Google Scholar
• Barth, R. S. (2001). Teacher leader. Phi Delta Kappan, 82(6), 443–449. https://doi.org/10.1177/003172170108200607
   Web of Science ®Google Scholar
• Brinson, D., & Steiner, L. (2007). Building collective efficacy: How leaders inspire teachers to achieve [Issue brief]. Center for Comprehensive School Reform and Improvement.
   Google Scholar
• Bush, T., & Glover, D. (2014). School leadership models: What do we know? School Leadership & Management, 34(5), 553–571. https://doi.org/10.1080/13632434.2014.928680
   Google Scholar
• Cansoy, R., Parlar, H., & Polatcan, M. (2020). Collective teacher efficacy as a mediator in the relationship between instructional leadership and teacher commitment. International Journal of Leadership in Education, 1–19. https://doi.org/10.1080/13603124.2019.1708470
   Web of Science ®Google Scholar
• Conley, S., & Muncey, D. E. (1999). Teachers talk about teaming and leadership in their work. Theory in Practice, 38(1), 46–55. https://doi.org/10.1080/00405849909543830
   Web of Science ®Google Scholar
• Derrington, M., & Angelle, P. (2013). Teacher leadership and collective efficacy: Connections and links. International Journal of Teacher Leadership, 4(1), 1–13.
   Google Scholar
• DiRanna, K., & Loucks-Horsley, S. (2001). Designing programs for teacher leaders: The case of the California Science implementation network. ERIC. https://files.eric.ed.gov/fulltext/ED465590.pdf
   Google Scholar
• Donaldson, G. A. (2001). Cultivating leadership in schools: Connecting people, purpose, and practice. Teachers College Press.
   Google Scholar
• Donohoo, J. (2017). Collective efficacy: How educators’ beliefs impact student learning. Corwin.
   Google Scholar
• DuFour, R., DuFour, R., Eaker, R., & Karhanek, G. (2004). Whatever it takes: How professional learning communities respond when kids don’t learn. Solution Tree.
   Google Scholar
• Fennell, H. A. (1999, April 19–23). Encouraging teacher leadership [Paper presentation]. American Educational Research Association, Montreal, Canada.
   Google Scholar
• Fernet, C., Chanal, J., & Guay, F. (2017). What fuels the fire: Job- or task-specific motivation (or both)? On the hierarchical and multidimensional nature of teacher motivation in relation to job burnout. Work & Stress, 31(2), 145–163. https://doi.org/10.1080/02678373.2017.1303758
   Web of Science ®Google Scholar
• Frost, D., & Harris, A. (2003). Teacher leadership: Towards a research agenda. Cambridge Journal of Education, 33(3), 479–498. https://doi.org/10.1080/0305764032000122078
   Google Scholar
• Fullan, M. (2011). Change leader: Learning to do what matters most. Jossey-Bass.
   Google Scholar
• Fullan, M., Hill, P., & Crevola, C. (2006). Breakthrough. Corwin Press.
   Google Scholar
• Goddard, R. (2001). Collective efficacy: A neglected construct in the study of schools and student achievement. Journal of Educational Psychology, 93(3), 467–476. https://doi.org/10.1037/0022-0663.93.3.467
   Web of Science ®Google Scholar
• Goddard, R., Bailes, L., & Kim, M. (2020). Principal efficacy beliefs for instructional leadership and their relation to teachers’ sense of collective efficacy and student achievement. Leadership and Policy in Schools, 1–22. https://doi.org/10.1080/15700763.2019.1696369
   Web of Science ®Google Scholar
• Goddard, R., Hoy, W., & Woolfolk Hoy, A. (2004). Collective efficacy beliefs: Theoretical developments, empirical evidence, and future directions. Educational Researcher, 33(3), 3–13. https://doi.org/10.3102/0013189X033003003
   Google Scholar
• Goddard, R. D., Hoy, W. K., & Woolfolk Hoy, A. (2000). Collective teacher efficacy: Its meaning, measure, and impact on student achievement. American Educational Research Journal, 37(2), 479–507. https://doi.org/10.3102/00028312037002479
   Web of Science ®Google Scholar
• Hallinger, P. (2003). Leading educational change: Reflections on the practice of instructional and transformational leadership. Cambridge Journal of Education, 33(3), 329–352. https://doi.org/10.1080/0305764032000122005
   Google Scholar
• Harris, A. (2002). School Improvement. What's in it for Schools? London Falmer Press.
   Google Scholar
• Hord, S. M. (2004). Learning together, leading together: Changing schools through professional learning communities. Teachers College Press.
   Google Scholar
• Jerald, C. D. (2007). Believing and achieving. Center for Comprehensive School Reform and Improvement.
   Google Scholar
• Johnson, S. B. (2012). The impact of collaborative structures on perceived collective efficacy [Unpublished doctoral dissertation]. Notre Dame of Maryland University.
   Google Scholar
• Karacabey, M., Bellibaş, M., & Adams, D. (2020). Principal leadership and teacher professional learning in Turkish schools: Examining the mediating effects of collective teacher efficacy and teacher trust. Educational Studies, 1–20. https://doi.org/10.1080/03055698.2020.1749835
   Web of Science ®Google Scholar
• Katzenmeyer, M., & Moller, G. (2001). Awakening the sleeping giant: Helping teachers develop as leaders. Corwin Press, Inc.
   Google Scholar
• Katzenmeyer, M., & Moller, G. (2009). Awakening the sleeping giant: Helping teachers develop as leaders (3rd ed.). Corwin Press.
   Google Scholar
• Little, J. W. (2003). Constructions of teacher leadership in three periods of policy and reform activism. School Leadership & Management, 23(4), 401–419. https://doi.org/10.1080/1363243032000150944
   Google Scholar
• Liu, P. (2015). Motivating teachers' commitment to change through transformational school leadership in Chinese urban upper secondary schools. Journal of Educational Administration, 53(6), 735–754. http://doi.org/10.1108/JEA-02-2014-0026
   Google Scholar
• Liu, P., Li, L., & Wang, J. P. (2019). Understanding the relationship between transformational leadership and collective teacher efficacy in Chinese primary schools. International Journal of Leadership in Education, 23(5), 1–4. https://doi.org/10.1080/13603124.2019.1623922
   Google Scholar
• Lynch, M. (2012). A guide to effective school leadership theories. Routledge.
   Google Scholar
• Marzano, R. J. (2003). What works in schools. Association for Supervision and Curriculum Development.
   Google Scholar
• Marzano, R. J., Pickering, D. J., & Heflebower, T. (2011). The highly engaged classroom. Marzano Research Laboratory.
   Google Scholar
• Mayo, K. E. (2002). Teacher leadership: The master teacher model. Management in Education, 16(3), 29–33. https://doi.org/10.1177/08920206020160030701
   Google Scholar
• Meyer, A., Richter, D., & Hartung-Beck, V. (2020). The relationship between principal leadership and teacher collaboration: Investigating the mediating effect of teachers’ collective efficacy. Educational Management, Administration & Leadership, 174114322094569. https://doi.org/10.1177/1741143220945698
   Web of Science ®Google Scholar
• Muijs, D., & Harris, A. (2007). Teacher leadership in (In) action three case studies of contrasting schools. Educational Management Administration & Leadership, 35(1), 111–134. https://doi.org/10.1177/1741143207071387
   Google Scholar
• Shelton, M. P. (2014). Teacher leadership: Development and research based on teacher leader model standards [Unpublished doctoral dissertation]. Southern Illinois University at Edwardsville.
   Google Scholar
• Shen, J., Wu, H., Reeves, P., Zheng, Y., Ryan, L., & Anderson, D. (2020). The association between teacher leadership and student achievement: A meta-analysis. Educational Research Review, 31, 100357. https://doi.org/10.1016/j.edurev.2020.100357
   PubMed Web of Science ®Google Scholar
• Silva, D., Gimbert, B., & Nolan, J. (2000). Sliding the doors: Locking and unlocking possibilities for teacher leadership. Teachers College Record, 102(4), 779–804. https://doi.org/10.1111/0161-4681.00077
   Web of Science ®Google Scholar
• Skaalvik, E. M., & Skaalvik, S. (2014). Teacher self-efficacy and perceived autonomy: Relations with teacher engagement, job satisfaction, and emotional exhaustion. Psychological Reports, 114(1), 68–77. https://doi.org/10.2466/14.02.PR0.114k14w0
   PubMed Web of Science ®Google Scholar
• Wenner, J. A., & Campbell, T. (2017). The theoretical and empirical basis of teacher leadership: A review of the literature. Review of Educational Research, 87(1), 134–171. https://doi.org/10.3102/0034654316653478
   Web of Science ®Google Scholar