 How school leadership influences Chinese students’ reading literacy: A test of the rational, emotions, and organizational paths in rural schoolsHaixue Zhu, Ling Li and Hui Li Children and Youth Services Review, 2020, vol. 119, issue C Abstract: This study aims to examine the mediating effects of the Rational, Emotions, and Organizational paths in the relationship between School Leadership (SL) and students Reading Leadership (RL) in Chinese rural schools. Altogether 1223 Grade 9 students (576 boys and 647 girls) and their principals from 34 secondary schools in rural China were recruited and surveyed, and their RL was evaluated using the PISA Reading test. The results indicated that: (1) the direct effect of SL on RA was significant; (2) SL significantly influenced RL through the Emotions, and Organizational paths, whereas the Rational path was not significant; and (3) Use of Instructional Time (UIT), Teacher Trust in Others (TTO), Safe and Orderly Environment (SOE), and Collaborative Cultures (CC) were found the significant mediators intervening the effects of SL on RL. Keywords: School leadership; Uses of instructional time; Teacher trust in others; Safe and orderly environment; Collaborative culture; Reading literacy (search for similar items in EconPapers) Downloads: (external link) Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:eee:cysrev:v:119:y:2020:i:c:s0190740920313402 DOI: 10.1016/j.childyouth.2020.105534 Access Statistics for this article Children and Youth Services Review is currently edited by Duncan Lindsey More articles in Children and Youth Services Review from Elsevier |
Is your work missing from RePEc? Here is how to contribute.
Questions or problems? Check the EconPapers FAQ or send mail to .
EconPapers is hosted by the
School of Business at Örebro University.