EFFECTIVE TEACHER LEADERSHIP MODEL OF SPECIAL EDUCATION SCHOOLS IN ZHEJIANG PROVINCE
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The objectives of this study are: 1) to examine the level of teacher leadership in special education schools in Zhejiang Province; 2) to perform confirmatory factor analysis of teacher leadership in these institutions; and 3) to propose a model of effective teacher leadership tailored for special education schools in Zhejiang Province. This study employs a mixed-methods approach, integrating both qualitative and quantitative research methodologies. The quantitative component utilizes a cross-sectional survey design, employing a revised five-point scale questionnaire consisting of 141 measurement items. The effective sample size comprises 550 special education teachers across 90 special education schools in Zhejiang Province. The qualitative component involves semi-structured interviews conducted with 9 teachers from 9 different special education schools in the region. Additionally, 3 experts in the field of special education provided revisions to the language and context of the adapted scale, while a panel of 5 experts conducted Item-Objective Congruence (IOC) assessments.
The research findings indicate that: 1) the investigation into an effective teacher leadership model for special education schools in Zhejiang Province identifies seven key aspects: Ethical Leadership, Instructional Leadership, Collaborative Leadership, Classroom Management, Research Competence, Assessment Practice, and Participatory Decision-Making, with the current management level generally assessed as high; 2) the results of model creation and applicability testing demonstrate that its applicability meets standard levels; and 3) evaluations of the model's feasibility and practicality indicate that both aspects also meet standard levels.
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