Fostering Primary Education Leadership Towards Effective Teacher Professional Development in Yunnan Province, China

Wen Xiao

doi:10.47297/wspiedWSP2516-250015.20250902

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Fostering Primary Education Leadership Towards Effective Teacher Professional Development in Yunnan Province, China

9卷第2期

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Fostering Primary Education Leadership Towards Effective Teacher Professional Development in Yunnan Province, China
Fostering Primary Education Leadership Towards Effective Teacher Professional Development in Yunnan Province, China
Emilio Aguinaldo College, Manila, Philippines 0917
2025年9卷第2期页码：63-66
纸质出版日期：2025-02-19
DOI：10.47297/wspiedWSP2516-250015.20250902
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Fostering Primary Education Leadership Towards Effective Teacher Professional Development in Yunnan Province, China[J]. 国际教育与发展（英文版）, 2025,9(2):63-66.

Wen Xiao.Fostering Primary Education Leadership Towards Effective Teacher Professional Development in Yunnan Province, China[J].Journal of International Education and Development,2025,09(02):63-66.
Fostering Primary Education Leadership Towards Effective Teacher Professional Development in Yunnan Province, China[J]. 国际教育与发展（英文版）, 2025,9(2):63-66. DOI： 10.47297/wspiedWSP2516-250015.20250902.

Wen Xiao.Fostering Primary Education Leadership Towards Effective Teacher Professional Development in Yunnan Province, China[J].Journal of International Education and Development,2025,09(02):63-66. DOI： 10.47297/wspiedWSP2516-250015.20250902.

摘要

Abstract

This study investigates the relationship between primary education leadership practices and teacher professional development (TPD) in Zhaoyang District Qinggangling Central School

Yunnan Province

China. Utilizing a quantitative comparative correlational research design

the study aims to assess how different leadership styles

including instructional

transformational

and distributed leadership

influence teacher professional growth in a rural

under-resourced setting. The context of rural schools adds complexity due to socio-political factors and resource constraints. The study highlights the importance of leadership in fostering high-quality education and ensuring effective teaching practices

particularly in areas with limited resources. It explores key components of primary education leadership and their impact on TPD

focusing on continuous learning

collaborative practices

and technology integration. The findings of this study aim to bridge the research gap on the intersection between leadership practices and TPD in rural Chinese primary schools

providing valuable insights for similar contexts in China and beyond.

关键词

Keywords

references

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