The relationship between virtual instructional leadership, communication patterns, and teaching competency in Chongqing’s urban primary schools

Principals’ instructional leadership plays a key role in improving teachers’ teaching competence (TC). However, studies have shown that increasing administrative workloads hinder principals’ ability to fulfill instructional leadership responsibilities, especially in China. However, the rapid development of technology has helped principals improve their instructional leadership practices. Therefore, this study aims to analyze the relationship between Virtual Instructional Leadership (VIL), and TC and the mediating role of Communication Patterns (CP) in the relationship. In addition, this study aims to develop a structural model of VIL, CP, and TC Leadership. This quantitative cross-sectional survey study involved 413 randomly selected primary school teachers in Chongqing, China. Data were collected using a questionnaire instrument modified from the Principal Instructional Management Rating Scale (PIMRS), Communication Satisfaction Questionnaire, and Teacher Competency. The collected data were analyzed using IBM SPSS and AMOS software. The study findings show that VIL has a significant relationship with CP, and then with TC. In addition, CP plays a role as a mediator in the relationship between VIL and TC. This study also successfully developed a model that integrates these three variables. The findings of this study are expected to have significant implications for the development of education in China. However, future researchers are recommended to expand the study to other regions in China and different types of schools to obtain consistent and generalizable results across China across various educational contexts.