Springer Nature OA
open access
CC BY 4.0
Impact of school leadership on reading literacy in rural China: the differentiated models of principals’ self-report and teachers’ report
Conceptio Open Archive
Analyze & explore related research in Conceptio
Connect this record directly into your research workflow or AI agent. Explore citations across open repositories, query full text, and export structured proof bundles.
This document is indexed with metadata only: full text is not available in the archive for this record. Open the official source ↗
Related documents
- Response to Intervention in Reading: Strategies in Teaching Intermediate Level in Naga Central Elementary School#395427
- School Leadership Practices Influencing Curriculum Implementation in Secondary Schools: A Systematic Literature Review#630199
- The role of self-efficacy in mediating the effects of transformational leadership and teacher competence on teacher performance at SMP Negeri 2 Dolok Masihul#442328
- The Evolving Relationship Between Reading Motivation and Achievement: A Longitudinal Study#372406
- Unraveling Reading Achievement Through Educational Leadership, School Actions to Sustain Learning, Digital Self-Efficacy, and ICT-Related Factors: A Multilevel Mediation Analysis of PISA 2022 Türkiye Data.#409211
Record · ID 174834
Retrieved via Conceptio: every document is proof-bundled with source, license, and retrieval metadata.
Retrieved via Conceptio: every document is proof-bundled with source, license, and retrieval metadata.
Bring this data into your agent: Connect via MCP or API · 20 free credits to start · no card required
Read the Docs → · View CLI source on GitHub · Conceptio Open Knowledge Archive
Read the Docs → · View CLI source on GitHub · Conceptio Open Knowledge Archive