An Instructional Leadership Capability Model to Improve Professional Learning of Instructors in Changsha Private Universities, Hunan Province, China

This study explored the effect of instructors’ instructional leadership capability on instructors’ professional learning in three private universities in Changsha, China. This study used mixed research methodology, incorporating both qualitative and quantitative methods. Quantitative data was collected from 361 full-time instructors via questionnaires. Correlation analysis and multiple regression analysis were used to identify relationships among the dependent and independent variables. The findings showed that (1) key factors of instructors’ instructional leadership capability influencing instructors’ professional learning included shared vision, professionalism, autonomy, interpersonal relationships, innovation, and collaboration. (2) The results of multiple regression analysis showed that the six dimensions of instructors’ instructional leadership capability had a significant impact on IPL. (3) The model of instructor’s instructional leadership capability significantly enhanced instructor’s professional learning, with the average score increasing from 3.06 to 3.43 (p=0.000), confirming its effectiveness.