Understanding teacher professional learning in China: synergistic roles of department and principal leadership in a multilevel moderated mediation model

Purpose The study examines how department leadership and principal instructional leadership are associated with teacher professional learning in Chinese primary and middle schools. It focuses on teachers’ perceived learning value of work as a potential mediating factor. Design/methodology/approach Survey data were collected from 3,219 teachers across 121 schools. A multilevel moderated mediation model was used to examine the relationships among leadership practices, perceived learning value of work, and teacher professional learning. Findings The results suggest that principal instructional leadership is associated with a stronger relationship between department leadership and teachers’ perceived learning value of work. It may also strengthen the indirect association between department leadership and teacher professional learning via this mediating variable. Originality/value The study highlights that the relationship between department leadership and teachers’ learning experiences may vary depending on the degree of principal engagement in instructional leadership. The findings offer insight into how leadership practices at different levels may jointly support teacher professional learning.