Peng Liu

Associate Professor(Tenured)

University of Manitoba

Canada

Research Interests

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About

Dr. Peng Liu is an Associate Professor (Tenured) at the University of Manitoba, Canada. His research primarily focuses on educational leadership and professional learning, with particular emphasis on the relationships between instructional leadership and teacher self-efficacy. His recent work includes a study analyzing these dynamics using partial least squares methodology.

Articles (13)

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2024

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2024

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2024

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2023

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2023

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2021

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2021

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2021

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2021

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2020

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2020

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2020

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2020

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Peng Liu

Research Interests

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About

Articles (13)

Spurring teacher well‐being from teacher leadership and basic psychological needs perspectives

The effects of instructional leadership on teacher well-being: the mediating roles of professional learning community and teacher self-efficacy

Linear and nonlinear relationships between instructional leadership and teacher professional learning through teacher self-efficacy as a mediator: a partial least squares analysis

Contemporary issues in teacher leadership: Implications for knowledge production and policy making

Understanding the relationship between teacher leadership and teacher well-being: the mediating roles of trust in leaders and teacher efficacy

Understanding teacher leadership identity: the perspectives of Chinese high school teachers

Exploring Literacy Coach Research in Canada: A Review

The relationship between teacher leadership and collective teacher efficacy in Chinese upper secondary schools

Understanding the relationship between teacher leadership and collective teacher efficacy in Chinese urban primary schools

Exploring Indigenous education leadership research in Canada, the United States, Australia and New Zealand

Understanding the relationship between transformational leadership and collective teacher efficacy in Chinese primary schools

Different Patterns of Relationships Between Principal Leadership and 15-Year-Old Students’ Science Learning: How School Resources, Teacher Quality, and School Socioeconomic Status Make a Difference

Motivating teachers’ commitment to change through distributed leadership in Chinese urban primary schools

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