Linking Instructional Leadership and School Support to Teacher Expertise: The Mediating Effect of Teachers’ Professional Development Agency

The focus on developing teacher expertise makes teaching and learning more sustainable, as it is a way of working to create improvement in education. objective this study was explore the direct or indirect impacts principal instructional leadership school support mediating effect teachers’ professional development agency. A survey 1123 teachers conducted at 21 primary schools 20 secondary Hebei Shanxi provinces northern China. Structural equation modeling bootstrapping were performed test relationships between variables. Results showed that agency mediated effects expertise. School better predictor than leadership. Providing conditions non-significantly related Colleague student predictors providing guidance monitoring. findings indicate growth depends building their Teachers will have strong sense sustain profession when principals establish supportive climate emphasizes practice enables build positive with colleagues students. confirms factors impact provides useful implications for daily teachers, principals, administrators.