Relationship between Teachers’Leadership and Classroom Climate in Chinese and Japanese Elementary School

The purpose of this study is to clarify the relationship between classroom climate and teachers’leadership through a comparison of Japanese and Chinese elementary school teachers.From this,exploring measures to improve the classroom climate.By creating a positive classroom climate,aiming to create a class that is free from bullying,school refusal,and school violence.184 elementary school teachers in China and Japan were randomly selected as study participants to investigate the relationship between teachers’leadership and classroom climate.As the data analysis results,fostering Maintenance Behavior of teachers’leadership is effective in creating a positive classroom climate.The results showed that Large Performance Behavior and Large Maintenance Behavior of teachers’leadership PM-type leads to an improvement in the classroom climate.

Unpacking the Relationship Between Teachers’Perceptions of Professional Learning Communities and Differentiated Instruction Practice

Purpose:This exploratory study investigates the relationship between teachers’perceptions of professional learning communities(PLCs)and their differentiated instruction(DI)practice in a Hong Kong primary education context.Design/Approach/Methods:Three subsidized primary schools participated in the study.A total of 121 teachers completed surveys regarding their perceptions of PLC engagement and DI practice.Findings:Using principal component analysis,three dimensions of PLC engagement were identified:student learning,reflective dialogue,and shared and supportive leadership.Two distinctive PLC engagement profiles were generated based on cluster analysis:high PLC engagement and low PLC engagement.Teachers’PLC engagement profiles were correlated with their DI practices.Originality/Value:The findings have implications for fostering teacher engagement in PLCs.Increased teacher participation in PLCs has great potential for promoting the use of DI.

How Would Preservice Teachers With Deeper Reflection Emerge as Teacher Leaders?

Purpose:This study aimed to identify the potential attributes of teacher leadership among preservice teachers with higher levels of reflection,especially in the Chinese context.Design/Approach/Methods:A mixed research method was adopted in this study.First,a quantitative research method was conducted to examine preservice teachers'reflection depth.The top I0%of the preservice teachers with higher levels of reflection were selected as the target respondents for comparison.Second,qualitative data analysis was conducted to identify potential attributes of emergent teacher leadership in these preservice teachers.Findings:This study identified five potential attributes of emergent teacher leadership among preservice teachers who showed deeper reflection depth.Additionally,this study identified how the unique attributes fit into preservice teachers'professional development in the Chinese context.Originality/Value:This study proposes a new development model to develop preservice teachers that emphasizes the role of continuous reflections in context for professional growth.This study holds implications for understanding the potential attributes of emergent teacher leadership among Chinese preservice teachers.Additionally,this study appeals to the importance of cultivating preservice teachers to practice teacher leadership during the teacher training stage to support them to become outstanding future teachers.