Enhancing Inclusive Teaching in China: Examining the Effects of Principal Transformational Leadership, Teachers' Inclusive Role Identity, and Efficacy.
Clicks: 24
ID: 278500
2024
This research examined the effects of principal transformational leadership on teachers' inclusive teaching behaviour, with a particular inquiry into the mediating effects of teachers' inclusive role identity and efficacy for inclusive practice, as informed by identity theory and social cognitive theory. Structural equation modelling with bootstrapping estimation was conducted using data from 712 teachers delivering inclusive teaching in primary or secondary schools in China. The results revealed the sequentially mediating mechanisms of teachers' inclusive role identity and efficacy underlying the principal transformational leadership effects on teachers' inclusive teaching behaviour. Research implications are also discussed.
| Reference Key |
wang2024enhancingbehavioral
Use this key to autocite in the manuscript while using
SciMatic Manuscript Manager or Thesis Manager
|
|---|---|
| Authors | Wang, Dongsheng;Huang, Liang;Huang, Xianhan;Deng, Meng;Zhang, Wanying; |
| Journal | Behavioral sciences (Basel, Switzerland) |
| Year | 2024 |
| DOI | 175 |
| URL | |
| Keywords |
Citations
No citations found. To add a citation, contact the admin at info@scimatic.org
Comments
No comments yet. Be the first to comment on this article.