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Zhan, Q., Wang, X., & Song, H. (2023). The Relationship between Principals’ Instructional Leadership and Teacher Retention in the Undeveloped Regions of Central and Western China: The Chain-Mediating Role of Role Stress and Affective Commitment. Behavioral Sciences, 13, Article 738. https://doi.org/10.3390/bs13090738

has been cited by the following article:

• TITLE: Teacher Leadership and the Connotative Development of Eco-Vocational Colleges

  AUTHORS: Zheyu Cheng, Jinglong Luo, Xu Jiang, Yizheng Fu, Wei Zhang

  KEYWORDS: Teacher Leadership, Connotative Development, Eco-Vocational Colleges, Distributed Leadership, Mechanism Innovation

  JOURNAL NAME: Open Journal of Social Sciences, Vol.13 No.9, September 30, 2025

  ABSTRACT: This study centers on ecological science cluster construction in higher vocational colleges, revealing systemic obstacles like a mismatch between talent supply and industry demand, and limited industry-education integration, which are exacerbated by industrial restructuring and talent paradigm shifts. It advocates building a collaborative innovation ecosystem led by teacher agency. Unlike hierarchical models, teacher leadership (TL) is a distributed, non-positional influence system where educators leverage expertise, dedication, and moral power to transform curricula, culture, learner agency, and industry innovation. A dialectical theory-practice approach deconstructs TL’s mediating role, rebuilding the discipline ecosystem, breaking bureaucratic constraints, and enhancing teacher identity and capability. Integrating distributed leadership with critical institutionalism creates a heterogeneous management framework, enabling teachers to become educational innovation co-creators, balancing operational efficiency and connotative growth in higher vocational education.