We investigated the relationship between principal instructional leadership and teacher participation in multiple types of professional development in Japan, Singapore, and South Korea. Using the Teaching and Learning International Survey dataset of 2013, we employed two-level logistic regression models to estimate the rigorous effects of principal instructional leadership that were separated out from teacher-level effects. We found that the influence of principal instructional leadership on teachers’ participation in professional development varied across types of learning activities and countries. Our analysis suggests that principal instructional leadership can influence teachers’ participation in mentoring, mentoring, peer observation, and coaching compared to the other types of professional development. Our study builds on and extends research on cross-national characteristics of teacher learning by adding evidence about the relations between principal leadership and teacher professional development in the three Asian countries.

中文翻译：

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教师参与专业发展的主要教学领导力：来自日本，新加坡和韩国的证据

我们调查了日本，新加坡和韩国的多种专业发展中的主要教学领导与教师参与之间的关系。我们使用2013年的“国际教与学调查”数据集，采用了两级Logistic回归模型来估计主要教学领导力的严格效果（与教师级效果分开）。我们发现，主要教学领导对教师参与专业发展的影响因学习活动的类型和国家而异。我们的分析表明，与其他类型的专业发展相比，主要的指导性领导可以影响教师在指导，指导，同伴观察和教练方面的参与。