Leadership Training for Teachers and Students’ Classroom Performance in China

Abstract

This study investigates the impact of leadership training on teachers' classroom performance and student achievement in the context of Chinese schools. The research aims to address the gap in understanding the specific effects of leadership training on teaching practices and classroom dynamics in China. Drawing upon Transformational Leadership Theory and Social Cognitive Theory, the study explores how leadership training can inspire and motivate teachers, enhance instructional quality, and foster student success. The research indicates that while educational reforms in China have emphasized the professional development of teachers, including leadership training, there is limited empirical evidence on the effectiveness of such programs. The study finds that transformational leadership practices are increasingly prevalent, with positive effects on school culture and teacher motivation. However, challenges persist, such as the gap between theoretical training and practical application, which can hinder the effective implementation of leadership training programs. The study highlights the importance of comprehensive professional development programs that align with teachers' experiences and involve active learning. It also underscores the need for targeted and practical leadership training that directly addresses classroom challenges and enhances teachers' self-efficacy. By examining the impact of leadership training on teaching practices and student performance in Shaanxi province, China, the research provides valuable insights for educators and policymakers. The findings suggest that effective leadership training can significantly contribute to the enhancement of educational quality and student achievement in China.