EFFECTIVE TEACHER LEADERSHIP MODEL OF SPECIAL EDUCATION SCHOOLS IN ZHEJIANG PROVINCE

บทคัดย่อ

This study aims to: 1) To construct a leadership model for special education teachers in special education schools within the jurisdiction of the Zhejiang Provincial Government, China. 2) To propose an effective leadership model for teachers in special education schools within the jurisdiction of the Zhejiang Provincial Government, China. 3) To investigate the current status of teacher leadership levels in special education schools within the jurisdiction of the Zhejiang Provincial Government, China. The qualitative component utilizes literature analysis and in-depth interviews with five key individuals to construct the model and conduct pilot testing. The quantitative component involves a survey of 600 teachers from 90 special education schools in Zhejiang Province, with 550 teachers effectively represented, to assess the leadership levels of special education teachers using a self-designed questionnaire that includes seven latent variables. Statistical analysis includes confirmatory factor analysis (CFA), reliability testing, and descriptive statistics.

The research results indicate the following: 1. A leadership model for teachers in special education schools in Zhejiang Province was constructed through a comprehensive literature review and data collected from five teachers in these schools. 2. The proposed model demonstrated strong psychometric properties: all seven factors showed high internal consistency (Cronbach's α ranging from 0.82 to 0.91), adequate convergent validity (AVE: 0.607-0.735), and composite reliability (CR: 0.854-0.931). The CFA results confirmed good model fit (χ²/df = 3.45, CFI = .91, TLI = .90, RMSEA = .061, SRMR = .052). This model incorporates seven key factors: 1. Ethical Leadership; 2. Instructional Leadership; 3. Collaborative Leadership; 4. Classroom Management; 5. Research Competence; 6. Assessment Practice; and 7. Participatory Decision-making. 3. Teacher leadership levels were rated as high across all seven dimensions (overall M = 4.15, SD = 0.52). Instructional leadership achieved the highest score (M = 4.38, SD = 0.48), followed by collaborative leadership (M = 4.26, SD = 0.51) and assessment practice (M = 4.22, SD = 0.49). Participatory decision-making recorded the lowest score (M = 3.68, SD = 0.63), significantly lower than other dimensions (p < 0.001). Finally, recommendations for schools, policymakers, and future research were made based on the findings of this study.