Through literature review, this study constructs a theoretical model of the impact of principals' teaching leadership on teachers' professional learning community, and puts forward five hypotheses. Then, based on the reference of foreign questionnaires, the questionnaire was compiled to investigate 210 college teachers in the humanities College of Nanshan University in Yantai, Shandong province, and 197 valid sample data were obtained. Finally, SPSS 17.0 and AMOS 23.0 statistical software, independent sample t test, one-way analysis of variance, structural equation model and Bootstrap intermediary analysis were used to explore the development status and differences of teacher professional learning community. This paper further analyzes the relationship between principals' teaching leadership and teachers' professional learning community, and examines the mediating effect of school atmosphere on them. This paper defines the principal's teaching leadership, the school atmosphere and the teacher's professional learning community, and adopts a widely used scale with good reliability and validity. After selecting the scale, item analysis and reliability and validity analysis were carried out to form the formal questionnaire used in this study. Frequency and percentage, weighted average, deviation test of common methods, structural equation model (SEM), standard deviation, t test and other statistical tools were used to statistically process the data. The data was set to a significance level of 0.05. If the calculated value is greater than the set significance level of 0.05, the null hypothesis is accepted. Otherwise, no. The research shows that the principal's teaching leadership, school atmosphere and professional learning community have no significant influence on each other.

Liu Xia. The Influence of University Presidents' Teaching Leadership on Teachers' Professional Learning Community—The Mediating Role of University Atmosphere in China. Frontiers in Educational Research (2023) Vol. 6, Issue 25: 94-99. https://doi.org/10.25236/FER.2023.062517.

[1] Xia Zhichen, Yang Fan, XU Qingyu. Analysis of principal's teaching leadership and its mechanism -—Principal's teaching leadership Journal of Soochow University (Education Science Edition), 2018(1):109-122.

[2] Admiraal, W., Kruiter, J., Lockhorst, D., Schenke, W., Sligte, H., Smit, B., ... &De Wit, W. (2016). Affordances of teacher professional learning in secondary schools. Studies in continuing education, 38(3), 281-298.

[3] Akiba, M., & Liang, G. (2016). Effects of teacher professional learning activities on student achievement growth. The Journal of Educational Research, 109(1), 99-110.

[4] Aldridge, J. M., & Fraser, B. J. (2016). Teachers’ views of their school climate and its relationship with teacher self-efficacy and job satisfaction. Learning Environments Research, 19(2), 291-307.

[5] Andrews, D., & Lewis, M. (2002). The experience of a professional community: Teachers developing a new image of themselves and their workplace. Educational Research, 44(3), 237-254.

[6] Annenberg Institute for School Reform. (2004). Professional learning communities: Professional development strategies that improve instruction [EB/OL]. [2019-10-08]. http://www.annenberginstitute. org/pdf/proflearning.pdf.

[7] Bellibas, M. S., & Liu, Y. (2017). Multilevel awannalysis of the relationship between principals’ perceived practices of instructional leadership and teachers’ self-efficacy perceptions. Journal of Educational Administration, 55(1), 49–69.