Network Interaction Strategies Of School Leaders And Teachers’ Commitment To Institutional Innovation

• Author(s):

  ZHOU KUNXI

• Keywords:

  This Evidence Supports The Idea That When School Leaders Build Meaningful Professional Connections, Institutional Innovation Becomes More Achievable.

• Abstract:

  In Recent Years, Institutional Innovation In Education Has Gained Prominence, Especially In Rapidly Developing Educational Systems. School Leaders Play A Critical Role In Facilitating This Transformation, Primarily Through Effective Network Interaction Strategies That Enable Deeper Collaboration And Engagement Among Teachers. These Strategies Include Structured Professional Communities, Cross-school Partnerships, Digital Collaboration Platforms, And Shared Leadership Models. Teachers' Commitment To Institutional Innovation Often Hinges On Their Engagement In Such Networks, As It Fosters Mutual Trust, Autonomy, And Collective Efficacy. As Observed In Emerging Research, Innovation Does Not Thrive In Isolation But Within Interconnected Environments Designed To Stimulate Continuous Professional Dialogue And Experimentation The Integration Of Peer-coaching Networks Among Schools Has Proven Beneficial In Strengthening Innovation-related Teaching Practices. According To Dang And Toan (2024), School Leaders Who Promoted Open, Cross-departmental Collaborations Were More Likely To See Teachers Engaging In Curriculum Redesign, Active Learning Strategies, And Education Technology Adaptation. The Willingness Of Teachers To Implement New Methods Was Significantly Related To The Perceived Support They Received Through These Structured Interactions. Network Interaction Not Only Enhances Teacher Competencies But Also Nurtures Emotional Investment In The Institution’s Goals.

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Other Details

• Paper id:

  IJSARTV11I11104364

• Published in:

  Volume: 11 Issue: 11 November 2025

• Publication Date:

  2025-11-26

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