The Influence of Deans’ Learning-Centred Leadership on Teacher Professional Learning in Chinese Colleges of Foreign Languages

Dongjun Sun; Chanita  Rukspollmuang; Pongsin  Viseshsiri

Authors

Dongjun Sun Graduate School of Education, Siam University
Chanita Rukspollmuang Graduate School of Education, Siam University
Pongsin Viseshsiri Independent Scholar in Educational Management

Keywords:

Learning-Centred Leadership, Deans’ Leadership, Teacher Professional Learning, Professional Learning Communities, China

Abstract

This study investigates the influence of deans’ learning-centred leadership (LCL) on teacher professional learning (TPL) in Chinese colleges of foreign languages. A sequential mixed-methods design was employed, utilizing telephone interviews and survey questionnaires as primary data collection tools. Qualitative data from five deans were analyzed using thematic analysis to identify key conceptual patterns. Quantitative data from 360 faculty members across 36 colleges were examined through descriptive statistics and structural equation modeling (SEM) to test the theoretical framework. The research employed SEM to investigate direct and indirect effects of LCL on TPL, with teacher trust (TT), teacher agency (TA), and professional learning communities (PLCs) serving as mediating variables. Statistical analyses included reliability testing, confirmatory factor analysis, and path analysis to validate the measurement and structural models. Findings reveal that LCL does not directly influence TPL but operates entirely through mediating mechanisms. PLCs emerged as a significant novel mediator in higher education contexts, demonstrating a robust indirect pathway (LCL → PLCs → TPL). Sequential mediation analysis confirmed a statistically significant pathway (LCL → TT → TA → TPL), illustrating the interconnected roles of relational trust and individual agency in fostering professional learning. The study extends existing primary education research by validating the theoretical model within higher education contexts. Results emphasize the importance of cultivating collaborative cultures, establishing trust-based relationships, and empowering faculty agency. Policy implications include developing comprehensive leadership programs beyond traditional managerial competencies, investing in PLC infrastructure, and providing targeted support for resource-constrained institutions.

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