Abstract
AbstractAs an alternative concept of teacher professional development, teacher professional learning has attracted increasing research attention. This study explored the relationship between teacher gender, principal support, teacher professional identity, and teacher professional learning among 608 teachers in central and western regions of China. The results indicated that female teachers perceived higher professional identity and professional learning than male teachers. Principal support had a significant positive influence on teacher professional learning, with teacher professional identity playing a partial mediating role. Teacher gender moderated the mediation effect of teacher professional identity on teacher professional learning, and professional identity had a higher influence on professional learning among male than female teachers. Based on the findings, the practical implication was discussed.
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