Yan Liu

Michigan State University, East Lansing, MI 
Educational Administration, teacher professional development, organizational theory
"Yan Liu"


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Susan M. Printy grad student 2011-2016 Michigan State (MathTree)
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Liu Y, Bellibaş MŞ, Gümüş S. (2020) The Effect of Instructional Leadership and Distributed Leadership on Teacher Self-efficacy and Job Satisfaction: Mediating Roles of Supportive School Culture and Teacher Collaboration: Educational Management Administration & Leadership. 174114322091043
Printy S, Liu Y. (2020) Distributed Leadership Globally: The Interactive Nature of Principal and Teacher Leadership in 32 Countries: Educational Administration Quarterly
Liu Y. (2020) Focusing on the Practice of Distributed Leadership: The International Evidence From the 2013 TALIS: Educational Administration Quarterly
Liao W, Liu Y, Zhao P, et al. (2019) Understanding how local actors implement teacher rotation policy in a Chinese context: a sensemaking perspective Teachers and Teaching. 25: 855-873
Liu Y, Visone J, Mongillo MB, et al. (2019) What matters to teachers if evaluation is meant to help them improve Studies in Educational Evaluation. 61: 41-54
Liu Y, Werblow J. (2019) The operation of distributed leadership and the relationship with organizational commitment and job satisfaction of principals and teachers: A multi-level model and meta-analysis using the 2013 TALIS data International Journal of Educational Research. 96: 41-55
Liu Y, Bellibas MS, Printy S. (2018) How school context and educator characteristics predict distributed leadership: A hierarchical structural equation model with 2013 TALIS data Educational Management Administration & Leadership. 46: 401-423
Liu Y, Bellibas MS. (2018) School factors that are related to school principals’ job satisfaction and organizational commitment International Journal of Educational Research. 90: 1-19
Bellibas MS, Liu Y. (2017) Multilevel analysis of the relationship between principals’ perceived practices of instructional leadership and teachers’ self-efficacy perceptions Journal of Educational Administration. 55: 49-69
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