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The Relationship Between the English...

Wang, Changmi .

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The Relationship Between the English-medium Instructor's Language Proficiency, Intercultural Competence, Teaching Self-efficacy, and Classroom Leadership.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The Relationship Between the English-medium Instructor's Language Proficiency, Intercultural Competence, Teaching Self-efficacy, and Classroom Leadership./
作者:	Wang, Changmi .
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
面頁冊數:	169 p.
附註:	Source: Dissertations Abstracts International, Volume: 81-03, Section: A.
Contained By:	Dissertations Abstracts International81-03A.
標題:	Educational leadership. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13885414
ISBN:	9781085791656

The Relationship Between the English-medium Instructor's Language Proficiency, Intercultural Competence, Teaching Self-efficacy, and Classroom Leadership.
Wang, Changmi .

The Relationship Between the English-medium Instructor's Language Proficiency, Intercultural Competence, Teaching Self-efficacy, and Classroom Leadership. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 169 p.

Source: Dissertations Abstracts International, Volume: 81-03, Section: A.

Thesis (Ed.D.)--St. Thomas University, 2019.

This item must not be sold to any third party vendors.

Transformational leadership is an organizational leadership approach by which a leader influences followers in terms of changing their morality, motivation, expectations, and aspirations. This theory has recently been used in education as an alternative conceptual lens for examining an instructor's classroom leadership and effective teaching. Previous research on transformational classroom leadership mainly focused on its effect on student academic achievement, but seldom examined its predicting factors. In particular, there is a lack of current literature specific to the predicting factors of an instructor's transformational classroom leadership in a cross-cultural setting. The classroom of English as a medium of instruction (EMI) provides an instructor a cross-cultural leadership context to perform pedagogical practices of disciplinary knowledge in English. Considering the increasing concerns of the EMI teaching quality and the call for EMI faculty development in non-native English-speaking countries, this study aimed to optimize the effectiveness and efficiency of EMI faculty's classroom leadership development. The purpose of this study was to examine the relationship between an English-medium instructor's transformational classroom leadership and its potential predicting factors, including English language proficiency, intercultural competence, and teaching self-efficacy. Data was collected from English-medium instructors at a Chinese university through an online questionnaire survey. A total of 188 English-medium instructors participated in the survey. The Pearson correlational analysis indicated that there were significant positive relationships between the English-medium instructor's classroom leadership and the three predicting factors. The multiple regression analysis indicated that teaching self-efficacy and intercultural competence, as two significant predictors, accounted for more than half of the variance of the English-medium instructor's classroom leadership. The findings of this study provided practical implications for the strategic intervention of EMI teacher educators in institutions of higher education. This study highlighted the important roles of student engagement, English of interaction, English of instruction, and teaching experience in the English-medium instructor's classroom leadership development. Future research may focus on identifying other sources of variance in an English-medium instructor's classroom leadership, which can be done via surveys given to an expanded population and studies from the perspective of students.

ISBN: 9781085791656Subjects--Topical Terms:

529436
Educational leadership.
Subjects--Index Terms:

Classroom leadership

The Relationship Between the English-medium Instructor's Language Proficiency, Intercultural Competence, Teaching Self-efficacy, and Classroom Leadership.
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