A Model for Enhancing Teacher Leadership Skills at Private Preschool in Guan Du District, Kunming, China
Abstract
This study aimed to construct and validate a model for enhancing teacher leadership skills in private preschools in Guan Du District, Kunming, China. Guided by Katz’s three-skill theory and 21st-century skills (National Education Association, 2010), a systematic review of 36 studies was conducted following PRISMA protocols, identifying six core domains: communication, collaboration, critical thinking, problem-solving, innovation, and conflict management. Quantitative and qualitative approaches were adopted. On the quantitative side, survey data from 384 preschool teachers were analyzed using means, standard deviations, and the Modified Priority Needs Index (PNImodified) to identify areas requiring enhancement. Findings indicated that communication (PNImodified = 0.045) and problem-solving (PNImodified = 0.036) showed the largest gaps between desired and current practices, followed by critical thinking (PNImodified = 0.026) and collaboration (PNImodified = 0.023). In contrast, innovation (PNImodified = 0.019) and conflict management (PNImodified = 0.019) showed smaller gaps, reflecting relative strengths. On the qualitative side, interviews with nine stakeholders—including two investors, two principals, three teachers, and two parents—highlighted the importance of contextualization and cultural responsiveness in leadership practice. Based on these findings, a Continuing Professional Development (CPD)-anchored concentric model was developed, placing the six leadership skills at its center, operationalized through job-embedded professional routines such as the Parent Partnership Lab, Co-Teaching Sprint, Solution Lab Challenge, Reflect & Reframe Workshop, Local Culture Innovation Studio, and Peace Talks Simulation. Implementation is supported by five CPD principles—continuity, contextualization, agency and identity, professional learning communities, and systemic support—while the outer layer emphasizes policy support, stakeholder engagement, and local cultural integration to create a comprehensive support system. Validation by nine experts confirmed the model’s coherence, feasibility, and contextual relevance. Overall, the study concludes that targeted support across all six skill domains, combined with systematic reinforcement, provides an effective pathway to enhance preschool quality and strengthen family-school trust.
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