A Model For Enhancing Teachers Leadership Competencies In Higher Vocational Colleges In Weifang City, China
DOI:
https://doi.org/10.14456/abacodijournal.2025.2Keywords:
teacher leadership competencies, professional development, higher vocational college in ChinaAbstract
Teacher leadership has received much attention in recent years in both Chinese and Western educational circles. It is an essential factor that affects teacher development, schooling, and student success. This study aimed to develop a model to enhance teachers' leadership competencies in higher vocational colleges in Weifang China. The study used qualitative and quantitative methods, and the subjects were teachers in higher vocational colleges in Weifang, China. Firstly, the systematic literature method was applied to sort out and analyze the teacher leadership competencies that teachers in Chinese higher vocational colleges should possess to summarize the eight competencies of teacher leadership in Chinese higher vocational colleges: Reflective Practices, Personal Effectiveness, Interpersonal Effectiveness, Communication, Continuous learning and education, Group Processes, Adult Learning, Technological Facility. A questionnaire was administered to teachers using random sampling, and 497 valid questionnaires were received. The questionnaires were then analyzed using the Priority Needs Index Analysis to find the teacher leadership competencies that need to be prioritized for development. Based on the results of the study combined with the theory of teachers' professional development, the researchers developed a leadership competency enhancement model and professional development activities for teachers in higher vocational colleges in Weifang, China, which were validated by experts.
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