Gauging and Comparing Teachers’ Equitable Leadership in Selected Schools in China
DOI:
https://doi.org/10.54097/8c897v91Keywords:
Educational Equity, Teacher Equitable LeadershipAbstract
The study assessed the respondents' equitable leadership and made a comparative analysis based on their profile. The teachers' equitable leadership measure was based on the following parameters: directions, relationships and people development, organizational support, instructional programs, and accountability. The results showed that the respondents have a good level of teacher equitable leadership. The comparative analysis showed no significant differences in the respondents' equitable leadership based on the respondents’ profile. It implies that the respondents' field of expertise, years of teaching experience, and educational attainment have no bearing on their equitable leadership. The findings revealed an encouraging situation for the involved schools. A good level of teachers' equitable leadership means that the school can sustain initiatives for equity.
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