本研究之主題旨在於瞭解臺灣地區國民小學校長認定領導、教師能動性與教師信任之現況，並探討前述三者之關係。在研究方法上採文獻分析以及問卷調查法，本研究以臺灣地區之公立國民小學中現職教師為問卷調查研究對象，收集母群體樣本後，以分層比例隨機取樣方式分析數據並解釋。
本研究所得之研究結果如下：教師對校長認定領導、教師能動性及教師信任之現況知覺良好，校長認定領導、教師能動性與教師信任之間具有正相關。而教師信任具有完全中介作用，顯示透過教師信任對於教師能動性提升是一個關鍵因素，且校長認定領導對於教師信任中的信任校長層面有調節效果，說明校長認定領導可調節教師對校長之信任程度，提升教師對校長的信任及認同，並促使教師能動性強化。

The purpose of this study is to understand the current status of leadership, teacher initiative, and teacher trust among primary school principals in Taiwan, and to explore the relationship between the above three. The research method adopts literature analysis and questionnaire survey methods. This study takes current public primary and secondary school teachers in Taiwan as the research subjects. After collecting parent group samples, the data is analyzed and interpreted using stratified proportional random sampling.
The results of this study are as follows: teachers have good perceptions of the current situation of principal’s perceived leadership, teacher initiative and teacher trust, and there is a positive correlation between principal’s perceived leadership, teacher initiative and teacher trust. Teacher trust has a complete mediating effect, showing that teacher trust is a key factor in improving teachers' initiative, and the principal's perceived leadership has a moderating effect on the principal level of trust in teacher trust, indicating that the principal's perceived leadership can regulate the degree of teachers' trust in the principal. , enhance teachers’ trust and recognition of the principal, and strengthen teachers’ initiative.

參考文獻
壹、 中文部分
丁一顧、王淑麗、江姮姬 (2019 ) 。國小校長共創式領導與教師專業學習社群關係之研究：以教師信任為中介變項。教育科學研究期刊，64 (3 ) ，237-264
丁秀玲 (2005 ) 。國外組織信任研究及其啟示。南京財經大學學報，136，78-80。
王璐 (2009 ) 。專業化視野下的教師文化重構。四川教育學院學報，25 (3 ) ，8-11。
江大樹、張力亞 (2008 ) 。社區營造中組織信任的機制建構：以桃米生態村為例。東吳政治學報，26 (1)，87-142。
余明助 (2006 ) 。組織變革不確定感與員工工作態度關係之研究── 以組織溝通和員工信任為中介變數。人力資源管理學報，6 (2)，89- 110。
吳政達、湯家偉、羅清水 (2007)。心理契約、組織公平、組織信任與組織公民行為結構關係之驗證：以臺北地區國民中學學校組織為例。教育政策論壇，1，133-159。
吳勁甫、劉倚禔 (2017 ) 。教師專業學習社群與教師教學效能關係之後設分析。教育科學期刊，16 (1 ) ，157-169。
林新發 (1990 ) 。校長領導行為、組織氣氛與組織績效關係之研究。國立臺灣師範大學教育研究所博士論文。
林鉦棽、蕭淑月、何慧清 (2005 ) 。社會交換理論觀點下組織支持、組織知識分享行 為與組織公民行為相關因素之研究：信任與關係為分析切入點。人力資源管理學 報，5 (1)，77‒110。
姜添輝 (2010 ) 。影響結構與施為之間互動關係的媒介物：小學教師的專業認同 與文化知覺分析。臺灣教育社會學研究，10 (1 ) ，1-43。
姜定宇、丁捷、林伶瑾 (2012 ) 。家長式領導與部屬效能：信任主管與不信任主管的中介效果。中華心理學刊，54 (3 ) ，269-291。doi:10.6129/CJP.2012.5403.01
李子建、尹弘颷 (2005 ) 。教師對課程變革的認同感與關注：課程實施研究的探討。教育研究與發展期刊，1 (1 ) ，107-128。
李佩珊、洪瑞兒 (2021 ) 。臺灣中小學輔導人員施為量表發展與效化研究。教育心理學報，52 (3 ) ，545–570。
李宗勳 (2010 ) 。組織信任與知識分享對商業模式創新影響之研究：組織學習的中介效果 (碩士論文)。 取自 http://handle.ncl.edu.tw/11296/ndltd/89637775462794508803
胡惟喻、陳依婷、劉素真 (2016)。國民小學教師在職進修動機、專業知能成長與教學效能關係之研究。中華科技大學學報， (66)，103-120。
陳至柔、吳如娟、吳有諒 (2014 ) 。授權賦能與組織信任對服務導向組織公民行為影 響之研究－以公立社福機構為例。服務業管理評論，12，40‒66。
張文權、范熾文、陳成宏 (2017 ) 。國民中學校長績效責任領導困境與策略之研究：質性分析取徑。教育科學研究期刊，62 (3 ) ，57-93。doi:10.6209/JORIES.2017.62 (3 ) .03
張德銳、李俊達、王淑珍 (2014 ) 。認知教練對中小學教師教學省思及教學效能 影響之研究：以參與教師專業發展評鑑方案之教師為例。臺北市立大學學報，45 (1 ) ，61-80。
黃嘉莉、桑國元、葉碧欣 (2020 ) 。十二年國民基本教育課程改革中 教師能動性之使動與制約因素： 社會結構二元論觀點。課程與教學季刊，23 (1)，61-92
黃嘉莉、謝傳崇 (2022)。為何教師專業發展活動不有效？ TALIS 2018臺灣國中教師調查結果之羅吉斯驗證, 教育科學研究期刊，67 (1 ) ，1-32
廖家君 (2007 ) 。以結構模式驗證組織正義、組織信任與組織承諾相互 關係。興國學報，8，79-110。
廖述賢、費吳琛、王儀雯 (2006 ) 。信任關係、工作滿足與知識分享關聯性研究。人力資源管理學報，6 (3 ) ，23-44。
蔡秀涓 (2004 ) 。公務人員組織信任模型之建構：以臺北市政府為例。人文及社會科學集刊，16 (2 ) ，241-279。
劉鎮寧 (2016 ) 。國民小學校長領導行為、教師學習動機與其專業表現關係之研究。臺北市立大學學報，47 (1)，1-22。
賴協志 (2012 ) 。國民小學校長知識領導城鄉差異情形之研究。學校行政雙月刊，80，33-50。
賴協志、吳清山 (2014 ) 。校長知識領導研究之分析與發展：以期刊文章、研究報告與學位論文 為主 (2006~2012 ) 。臺北市立大學學報，45 (1 ) ，43-60。
閻自安 (2000)。臺灣地區國民小學學校本位決策與校長領導方式、教師工作滿意度之關係研究。國立政治大學教育研究所博士論文。
謝傳崇 (2010 ) 。國際卓越的校長領導，學習關鍵的領導行為。教育研究月刊，191，28-38。
謝傳崇 (2011 ) 。國民小學校長正向領導與學校效能關係之研究。臺灣教育發展論壇，3，49‒66。
謝傳崇、蕭輝勳 (2011 ) 。國民中小學校長知識領導與學校創新經營效能關係之研究。中等教育，62 (1 ) ，50-70。
謝傳崇 (2014 ) 。國民小學校長正向領導對教師學術樂觀影響之研究－以學校創新文化為中介變項。學校行政，91，33‒56。
謝傳崇、邱世方 (2014 ) 。國民小學校長策略領導對學校創新經營效能關係之研究：以學校創新氣氛為中介變項。教育政策論壇，17 (2)，105-137。
謝傳崇、吳麗珠 (2016 ) 國小教師知覺校長情緒勞務與歸屬感關係之研究――以組織 信任為中介變項。教育理論與實踐學刊，34，57‒89。
謝傳崇 (2021 ) 。認定領導的意涵與發展。學校行政，131， 106‒117。
謝傳崇、陳愛玲 (2015 ) 。國民小學校長學術樂觀與學校效能關係之研究。學校行政，98，1‒22。https://doi.org/10.3966/160683002015070098001
顏國樑、任育騰 (2013 ) 。透過組織公平與組織信任提升學校效能。教育研究月刊，232，48- 64。
 
貳、 英文部分

Anderson, J. C., & Narus, J. A. (1990). A model of distributor firm and manufacturer firm working partnerships. the Journal of Marketing, 42-58.
Bass, B. M., & Avolio, B. J. (1994). “ Improving organizational effectiveness - Through transformational leadership” : SAGE Publications Ltd.
Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20 (1), 107-128.
Beaton, A. (2017). Designing a community of shared learning. Educational Leadership, 74 (8), 78-82.
Bell, S. (2011). Do we really need a new ‘constructivist institutionalism’ to explain institutional change? British Journal of Political Science, 41 (4), 883-906.
Benesch, S. (2018). Emotions as agency: Feeling rules, emotion labor, and English language teachers’ decision-making. System, 79, 60-69.
Biesta, G., & Tedder, M. (2016). Agency and learning in the life course: Towards an ecological perspective. Studies in the Education of Adults, 39 (2), 132-149.
Biesta, G., Priestley, M., & Robinson, S. (2015). The role of beliefs in teacher agency. Teachers and teaching, 21 (6), 624-640.
Bourne, P. A., Beckford, O. W. & Duncan, N. C. (2010). Generalized trust in an Englishspeaking Caribbean nation. Current Research Journal of Social Sciences, 2 (1), 24‒36.
Bourdieu, P. (1990). The logic of practice. Stanford, CA: Stanford University Press.
Bryk, A. S., & Schneider, B. (2002). Trust in schools: A core resource for improvement . Russell Sage Foundation.
Campbell, E. (2012). Teacher agency in curriculum contexts. Curriculum Inquiry, 42 (2), 183-190.
Cheng, E. C. K., Wu, S. W., & Hu, J. (2017). Knowledge management implementation in the school context: Case studies on knowledge leadership, storytelling, and taxonomy. Educational Research for Policy and Practice, 16 (2), 177-188.
Chaaban, Y. & Sawalhi, R. (2020). The role of agency in the development of a teacherleadership stance among student teachers during the practicum experience. Research inPost-Compulsory Education, 25 (2), 171-192. https://doi.org/10.1080/13596748.2020.1742987
Chong, W. H., Klassen, R. M., Huan, V. S., Wong, I., & Kates, A. D. (2010). The relationships among school types, teacher efficacy beliefs, and academic climate: Perspective from Asian middle schools. The Journal of Educational Research, 103 (3), 183-190.
Connors, S. P. & Bengtson, E. (2020). Understanding teacher agency and organizational response to reform mandates. The New Educator, 16 (4), 313-332. https://doi.org/10.1080/1547688X.2020.1797258
Costigan, R.D., Ilter, S.S. & Berman J.J. (1998). A multi dimensional study of trust inorganizations. Journal of Managerial Issues, 3, 303‒315
Cosner, S. (2009). Building organizational capacity through trust. Educational Administration Quarterly, 45 (2), 248-291.
Coldron, J., & Smith, R. (1999). Active location in teachers’ construction of their professional identities. Journal of Curriculum Studies, 31 (6), 711-726.
Cranston, J. (2011). Relational trust: The glue that binds a professional learning community. Alberta. Journal of Educational Research, 57 (1), 59-72.
Datnow, A. (2012). Teacher agency in educational reform: Lessons from social networks research. American Journal of Education, 119 (1), 193-201.
Daniëls, E., Hondeghema, A., Dochy, F. (2019). A review on leadership and leadership development in educational settings. Educational Research Review 27, 110‒125.
Darling-Hammond, L., & Richardson, N. (2009). Teacher learning: What matters. Educational Leadership, 66 (5), 46-53.
De Vries, S., Jansen, E., & van de Grift, W. (2013). Profiling teachers’ continuing professional development and the relation with their beliefs about learning and teaching. Teaching and Teacher Education, 33, 78-89. https://doi.org/10.1016/j.tate.2013.02.006
De Neve, D., Devos, G., & Tuytens, M. (2015). The importance of job resources and self-efficacy for beginning teachers’ professional learning in differentiated in struction. Teaching and Teacher Education, 47, 30-41
Dodgson, M. (1993). Organizational learning: A review of some literatures. Organization Studies, 14 (3), 375-394.
Dutta, V. & Sahney, S. (2016). School leadership and its impact on student achievement: The mediating role of school climate and teacher job satisfaction. International Journal of Educational Management, 30 (6), 941-958.
Ellemers, N., Kortekaas, P., & Ouwerkerk, J. W. (1999). Self‐categorisation, commitment to the group and group self‐esteem as related but distinct aspects of social identity. European Journal of Social Psychology, 29 (2‐3), 371‒389
Emirbayer, M. & Mische, A. (1998). What is agency? American Journal of Sociology, 103 (4), 962-1023.
Epitropaki, O., Kark, R., Mainemelis, C., & Lord, R. G. (2017). Leadership and followership identity processes: A multilevel review. The Leadership Quarterly, 28 (1), 104-129.
Eteläpelto, A., Vähäsantanen, K., Hökkä, P. & Paloniemi, S. (2013). What is agency?Conceptualizing professional agency at work. Educational Research Review, 10, 45-65.https://doi.org/10.1016/j.edurev.2013.05.001
Frost, D. (2006). The concept of ‘agency’ in leadership for learning. Leading & Managing, 12 (2), 19-28.
Fullan, M. (2016). The new meaning of educational change. New York: Teachers College Press.
Galford, R. & Drapeau, A.S. (2003). The enemies of trust. Harvard Business Review, 81 (2), 88‒95.
G. Hirst, R. van Dick, D. van Knippenberg (2009) A social identity perspective on leadership and employee creativity. Journal of Organizational Behavior, 30 (7) (2009), pp. 963-982
Giessner, S.R., & Van Knippenberg, D. (2008). “License to fail”: goal definition, leader group prototypicality, and perceptions of leadership effectiveness after leader failure. Organizational Behaviour and Human Decision Processes, 105, 14‒35
Giddens, A. (1984). The constitution of society: Outline of the theory of structuration. Cambridge, UK: Polity Press
Haslam, S. A., & Reicher, S. D. (2007). Identity entrepreneurship and the consequences of identity failure: The dynamics of leadership in the BBC prison study.
Hallinger, P., & Lu, J. F. (2014). Modeling the effects of principal leadership and school capacity on teacher professional learning in Hong Kong primary schools. School Leadership & Management., 35 (5), 481-501
Hallinger, P., Lee, M. S., & Ko, J. (2014). Exploring the impact of school principals on teacher professional communities in Hong Kong. Leadership and Policy in Schools, 13 (3), 229-259
Hoy, W. K., & Tschannen-Moran, M. (1999). Five faces of trust: An empirical confirmation in urban elementary schools. Journal of School Leadership, 9, 184-208.
Social Psychology Quarterly, 70, 125–147
Haslam, S. A., Reicher, S. D., & Platow, M. J. (2011). The new psychology of leadership: Identity, influence and power. Psychology Press.
Hosmer, L. T. (1995). Trust: The connecting link between organizational theory and philosophical ethics. Academy of management review, 20 (2), 379-403.
House, R.J., Dorfman, P.W., Javidan,M., Hanges, P.J., & de Luque, M.S. (2013). Strategic Leadership Across Cultures: GLOBE Study of CEO Leadership Behavior and Effectiveness in 24 Countries. Thouands Oaks, CA: Sage.
Imants, I., & Van der Wal, M. M. (2020) A model of teacher agency in professional development and school reform. Journal of Curriculum Studies, 52 (1), 1-14.
Ishihara, N., Carroll, S. K., Mahler, D. & Russo, A. (2018). Finding a niche in teaching English in Japan: Translingual practice and teacher agency. System, 79, 81-90. https://doi.org/10.1016/j.system.2018.06.006
Jafarov, T, Alexander, J. W., & St-Arnaud, R. (2012). Constructing teacher agency in response to the constraints of education policy: Adoption and adaptation. Curriculum Journal, 23 (2), 231-245.
Jarrett, E. R. (2009). Co-creating leadership: Relationships among leadership dispositions, conditions, and student achievement in Illinois secondary schools. (Unpublished doctoral dissertation ) . Northern Illinois University, DeKalb, IL.
Jenkins, G. (2020). Teacher agency: The effects of active and passive responses to curriculum change. The Australian Educational Researcher, 47 (1), 167-181. https://doi.org/10.1007/s13384-019-00334-2
Karati, T., & Yuksekbilgili, Z. (2014). Organizational Citizenship Behaviors In Small AndMedium Enterprises In The Context Of Leadership Behavior. International Journal of Advanced Multidisciplinary Research and Review, 3 (2), 138‒158.
Kayi-Aydar, H. (2015a). Multiple identities, negotiations, and agency across time and space: A narrative inquiry of a foreign language teacher candidate. Critical Inquiry in Language Studies, 12 (2), 137-160. https://doi.org/10.1080/15427587.2015.1032076
Kneen, J., Breeze, T., Thayer, E., John, V., & Davies-Barnes, S. (2021). Pioneer teachers: How far can individual teachers achieve agency within curriculum development? Journal of Educational Change, 1-3. https://doi.org/10.1007/s10833-021-09441-3
Krug, H., Geibel, H.V., & Otto, K. (2020). Identify leadership and well-being: team identification and trust as underlying mechanisms. Leadership & Organization Development Journal.
Kwakman, K. (2003). Factors affecting teachers’ participation in professional learning activities. Teaching and Teacher Education, 19 (2), 149-170.
Lai, C., Li, Z. & Gong, Y. (2016). Teacher agency and professional learning in cross cultural teaching contexts: Accounts of Chinese teachers from international schools in Hong Kong. Teaching and Teacher Education, 54, 12-21. https://doi.org/10.1016/j.tate.2015.11.007
Lasky, S. (2005). A sociocultural approach to understanding teacher identity, agency and professional vulnerability in a context of secondary school reform. Teaching and Teacher Education, 21 (8), 899-916.
Leithwood ,K., & Mascall, B. (2008). Collective leadership effects on student achievement. Educational Administration Quarterly, 44 (4), 529‒561.
Li, L., Hallinger, P., & Ko, J. (2016). Principal leadership and school capacity effects on teacher learning in Hong Kong. International Journal of Educational Management, 30 (1), 76‒100.
Li, L., Hallinger, P., & Walker, A. (2016). Exploring the mediating effects of trust on principal leadership and teacher professional learning in Hong Kong primary schools. Educational Management Administration & Leadership, 44 (1), 20-42
Liu, S., Hallinger, P., & Feng, D. (2016). Supporting the professional learning of teachers in China: Does principal leadership make a difference? Teaching and Teacher Education, 59, 79–91. https://doi.org/10.1016/j.tate.2016.05.023
Liu, Y., Wang, H. & Zhao, R. (2020). Teacher agency and spaces in changes of Englishlanguage education policy. Current Issues in Language Planning, 21 (5), 548-566.https://doi.org/10.1080/14664208.2020.1791532
Louis, K. S. (2007). Changing the culture of schools: Professional community, organizational learning, and trust. Journal of School Leadership, 16, 477-487
Löfgren, H., & Karlsson, M. (2016). Emotional aspects of teacher collegiality: A narrative approach. Teaching and Teacher Education, 60, 270-280.
Mayer, R. C., Davis, J. H., & Schoorman, F. D. (1995). An integrative model of organizational trust. Academy of management Review, 20 (3), 709‒734
McAllister, D. J. (1995). Affect-and cognition-based trust as foundations for interpersonal cooperation in organizations. Academy of Management Journal,24-59.
Mifsud, C. L. & Vella, L. A. (2018). Teacher agency and language mediation in two Maltese preschool bilingual classrooms. Language, Culture and Curriculum, 31 (3), 272-288. https://doi.org/10.1080/07908318.2018.1504400
Miller, E. R. & Gkonou, C. (2018). Language teacher agency, emotion labor and emotional rewards in tertiary-level English language programs. System, 79, 49-59. https://doi.org/10.1016/j.system.2018.03.002
Morgan, R.M., & Hunt, S. D. (1994). The commitment-trust theory of relationship marketing. Journal of Marketing, 58 (3), 20-38.
Mraz, M., & Kissel, B. (2014). Professional development in early childhood education. In L. Martin, S. Kragler, D. J. Quatroche and K. L. Bauserman (Eds.) ,Handbook of Professional Development in Education, (pp.174-88). New York:Guilford Press.
Ngo Cong-Lem. (2021). Teacher agency: A systematic review of international literature. Issues in Educational Research, 31 (3), 2021
Nyhan, R.C. and Marlowe, H.A. (1997), “Development and psychometric properties of theorganizational trust inventory”, Evaluation Review, Vol. 21 No. 5, pp. 614-35.
Organisation for Economic Co-operation and Development. (2018). The future of education and skills education 2030. Paris, France: Author. Retrieved from https://www.oecd.org/education/2030/E2030%20Position%20Paper%20 (05.04.2018).pdf
Owen, R. G. (2004). Organizational behavior in education: Adaptive leadership and school reform. San Francisco, CA: Pearson.
Owens, R. G., & Valesky, T. C. (2011). Organizational behavior in education: Leadership and school reform (10th ed.). Upper Saddle River, NJ: PeasonEducation,inc.
Poulton, P. (2020). Teacher agency in curriculum reform: The role of assessment in enabling and constraining primary teachers’ agency. Curriculum Perspectives, 40 (1), 35-48. https://doi.org/10.1007/s41297-020-00100-w
Postmes, T., Haslam, S. A., & Swaab, R. I. (2005). Social influence in small groups: An interactive model of social identity formation. European Review of Social Psychology, 16 (1), 1‒42
Priestley, M., Edwards, R., Priestley, A., & Miller, K. (2012). Teacher agency in curriculum making: Agents of change and spaces for maneoeuvre. Curriculum Inquiry, 42 (2), 191-214.
Priestley, M., Biesta, G. J. J., & Robinson, S. (2015). Teacher agency: What is it and why does it matter? In R. Kneyber & J. Evers (Eds.), Flip the system: Changing education from the bottom up. London, UK: Routledge. https://doi.org/10.4324/9781315678573-15
Pyhältö, K., Pietarinen, J., & Soini, T. (2015). Teachers professional agency and learning-from adaption to active modification in the teacher community. Teachers and Teaching: Theory and Practice, 21 (7), 811-830.
Rajnandini, P., Schriesheim, C. A., & Williams, E. S. (1999). Fairness perceptions and trust as mediators for transformational and transactional leadership: A two-sample study. Journal of Management, 25 (6), 897‒933.
Reicher, S., Haslam, S. A., & Hopkins, N. (2005). Social identity and the dynamics of leadership: Leaders and followers as collaborative agents in the transformation of social reality. The Leadership Quarterly, 16 (4), 547‒568.
Robinson, S. (2012). Constructing teacher agency in response to the constraints of education policy: Adoption and adaptation. The Curriculum Journal, 23 (2), 231- 245.
Rostami, F. & Yousefi, M. H. (2020). Iranian novice English teachers’ agency construction: The complexity dynamic/system perspective. Asian-Pacific Journal of Second and Foreign Language Education, 5 (1), article 4. https://doi.org/10.1186/s40862-020-00082-2
Rutherford, T., Long, J. J., & Farkas, G. (2017). Teacher value for professional development, self-efficacy, and student outcomes within a digital mathematics intervention. Contemporary Educational Psychology, 51, 22-36.
Safir, S. (2017). Learning to listen. Educational Leadership, 75 (8), 16-21.
Saphier, J., & King, M. (1985). Good seeds grow in strong cultures. Educational Leadership, 42 (6), 67-74.
Saqipi, B., Asunta, T., & Korpinen, E. (2014). Understanding the context of teacher professionalism in education systems undergoing transition: Kosovo case. Procedia-Social and Behavioral Science, 112, 635-636.
Schein, E. H. (2004). Organizational culture and leadership (3rd ed.). San Francisco, CA: Jossey-Bass
Senge, P. (1997). Sharing knowledge: The leader’s role is key to a learning culture. Executive Excellence, 14 (11), 17-20.
Sexton, D. M. (2008). Student teachers negotiating identity, role, and agency. Teacher Education Quarterly, 35 (3), 73-88.
Shen, X. Y. (2015). Institutional legitimacy, teacher agency, and the development of teacher teaching expertise. Unpublished doctoral dissertation. Beijing, China: Beijing Normal University.
Smith, C. A, Near, J. P., & Organ, D.W. (1983). Organizational citizenship behavior: It’s nature and antecedents. Journal of Applied Psychology, 68, 653-663.
Smylie, M. A. (1999). Teacher stress in a time of reform. In R. Vandenberghe, & A. M. Huberman (Eds.), Understanding and preventing teacher burnout (pp. 59-84). Cambridge, UK: Cambridge University Press
Sprenger, R. K. (2004). Trust: The best way to manage. Cyan Communications.
Su Tian, (2022).A Case Study of Chinese Novice Teachers’ Agency in the Context ofInternational Schools in Mainland China. International Journal of Social Science and Education Research 5 (7), 754-759
Steffens, N. K., Haslam, S. A., Reicher, S. D., Platow, M. J., Fransen, K., Yang, J. & Boen, F. (2014). Leadership as social management: Introducing the Identity Leadership Inventory (ILI) to assess and validate a four-dimensional model. The leadership quarterly, 25 (5), 1001‒1024.
Szczesiul, S. A., & Huizenga, J. L. (2015). Bridging structure and agency: Exploring the role of teacher leadership in teacher collaboration. Journal of School Leadership, 25, 368-410.
Tajfel, H., & Turner, J. C. (1979). An integrative theory of inter group conflict. In W. G. Austin & S. Worchel (Eds.), The social psychology of intergroup relations: 33‒47. Monterey, CA: Brooks-Cole
Tao, J. & Gao, X. (2017). Teacher agency and identity commitment in curricular reform.Teaching and Teacher Education, 63, 346-355. https://doi.org/10.1016/j.tate.2017.01.010
Taylor, L. A. (2019). Rights, duties and spaces of agency amidst high-stakes testing: Narrative positioning as resource for teacher agency. English Teaching: Practice & Critique, 18 (2), 204-217. https://doi.org/10.1108/ETPC-11-2018-0098
Thomsen, M., Karsten, S., & Oort, F. J. (2015). Social exchange in Dutch schools for vocational education and training the role of teachers’ trust in colleagues, the supervisor and higher management. Educational Management Administration & Leadership, 43 (5), 755-771.
Thoonen, E. E., Sleegers, P. J., Oort, F. J., Peetsma, T. T., & Geijsel, F. P. (2011). How to improve teaching practices the role of teacher motivation, organizational factors, and leadership practices. Educational Administration Quarterly, 47 (3),496-536
Timperley, H. (2011). Realizing the power of professional learning. London: McGraw Hill Education.
Tsang, S. C. S. (2020). An exploratory study of Chinese-as-an-additional-language teachers’ agency in post-1997 Hong Kong: An ecological perspective. Current Issues in Language Planning, 22 (1-2), 19-40. https://doi.org/10.1080/14664208.2020.1725331
Tschannen-Moran, M. (2009). Fostering teacher professionalism in schools the role of leadership orientation and trust. Educational Administration Quarterly, 45 (2),217-247
Van Knippenberg, D., & Hogg, M. A. (2003). A social identity model of leadership effect-tiveness in organizations. Research in organizational behavior, 25, 243‒295.
Van der Nest, A., Long, C. & Engelbrecht, J. (2018). The impact of formative assessment activities on the development of teacher agency in mathematics teachers. South African Journal of Education, 38 (1), 1-10. https://doi.org/10.15700/saje.v38n1a1382
Vähäsantanen, K., Saarinen, J. & Eteläpelto, A. (2009). Between school and working life: Vocational teachers’ agency in boundary-crossing settings. International Journal of Educational Research, 48 (6), 395-404.
Vitanova, G. (2018). “Just treat me as a teacher!” Mapping language teacher agency through gender, race, and professional discourses. System, 79, 28-37. https://doi.org/https://doi.org/10.1016/j.system.2018.05.013
Wallen, M., & Tormey, R. (2019). Developing teacher agency through dialogue. Teaching and Teacher Education, 82, 129-139.
Wang, Y., Mu, G. M. & Zhang, L. (2017). Chinese inclusive education teachers' agency within temporal-relational contexts. Teaching and Teacher Education, 61, 115-123. https://doi.org/10.1016/j.tate.2016.10.009
Wasonga, T. A., & Murphy, J. F. (2007). Co-creating leadership dispositions. International Studies in Educational Administration, 32 (2), 20-31.
Woodhouse, J. & Pedder, D. (2017). Early career teachers’ perceptions and experiences of leadership development: Balancing structure and agency in contrasting school contexts. Research Papers in Education, 32 (5), 553-577.
Yangın Ekşi, G., Yılmaz Yakışık, B., Aşık, A., Fişne, F. N., Werbińska, D. & Cavalheiro, L. (2019). Language teacher trainees’ sense of professional agency in practicum: Cases from Turkey, Portugal and Poland. Teachers and Teaching, 25 (3), 279-300. https://doi.org/10.1080/13540602.2019.1587404
Zayim, M., & Kondakci, Y. (2015). An exploration of the relationship between readiness for change and organizational trust in Turkish public schools. Educational Management Administration & Leadership, 43 (4), 610-625.
Zee, M., & Koomen, H. M. (2016). Teacher self-efficacy and its effects on classroom processes, student academic adjustment, and teacher well-being: A synthesis of 40 years of research. Review of Educational research, 86 (4), 981-1015.
Zhu, W., He, H., Trevino, L.K., Chao, M.M., & Wang, W. (2015). Ethical leadership and follower voice and performance: the role of follower identifications and entity morality beliefs. The Leadership Quarterly, 22, 702‒718.