Development and validation of a deep learning-based assessment tool for teacher leadership: A case study from Xinjiang, China.

ABSTRACT: Teacher leadership is widely regarded as a critical driver of school reform and educational quality improvement. Although the field has been extensively studied, empirical research remains limited in Xinjiang, China-a region characterized by its multiethnic and multilingual context. To address this gap, the present study developed and validated a culturally sensitive assessment tool based on a sample of 371 primary and secondary school teachers from Xinjiang. A structured questionnaire was designed encompassing four dimensions: professional guidance, educational collaboration, cross-cultural ICT-based teaching competence, and leadership cognition. In addition, we introduced an interpretable deep learning model-ITL-LSTM (Interpretable Teacher Leadership LSTM)-which employs a Diagonal BiLSTM

SUBMITTER: Dong J 

PROVIDER: S-EPMC12404476 | biostudies-literature | 2025

REPOSITORIES: biostudies-literature