How do the leadership strategies of middle leaders affect teachers’ learning in schools? A case study from China

Zhang, Xiaolei; Wong, Jocelyn L. N.; Wang, Xiaofang

doi:10.1080/19415257.2021.1895284

Cited by 15 publications

(22 citation statements)

References 45 publications

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“…York‐Barr and Duke's (2004, pp. 287‐288) widely recognized review defines TL as “the process by which teachers, individually and collectively, influence their colleagues, principals, and other members of school communities to improve teaching and learning practices with the aim of increased student learning and achievement.” Various forms of TL have been identified, such as department heads (Leithwood, 2016; Mercer & Ri, 2006), departmental teacher leaders (Valckx et al., 2020; Vanblaere & Devos, 2018), and middle leaders (Harris et al., 2019; Zhang et al., 2022). Departmental leaders play an essential role in teachers' participation in communities of practice (Leithwood, 2016), and ample evidence has demonstrated their positive role in enhancing both individual and group teacher learning (Shen et al., 2020; Wenner & Campbell, 2017).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Departmental leaders play an essential role in teachers' participation in communities of practice (Leithwood, 2016), and ample evidence has demonstrated their positive role in enhancing both individual and group teacher learning (Shen et al., 2020; Wenner & Campbell, 2017). This study uses the term “departmental teacher leader” to refer to formally assigned heads of TRGs, who are expected to lead professional peer learning within their groups (Chen & Zhang, 2022; Zhang et al., 2022).…”

Section: Literature Reviewmentioning

confidence: 99%

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Uncovering the complex relationships among distributed leadership, departmental teacher leadership, and professional learning community in Chinese schools

Zheng,

Jiang,

Liu

2023

Future in Educational Research

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Professional learning community (PLC) has been widely recognized as an effective approach for promoting both student learning and teacher development. Existing research on PLC mainly focuses on the school‐level, and less attention has been given to the departmental‐level PLC. Given the complex nature of school structures, departmental PLC may be influenced by multiple leadership factors, including principal and teacher leadership (TL). This study investigates how the distributed leadership (DL) of principals and TL influence departmental PLC and individual teacher self‐efficacy. Drawing on a sample of 602 teachers in China, the results showed that TL had a direct impact on teacher self‐efficacy and had an indirect effect through PLC. Additionally, the DL of principals indirectly affects individual teachers through TL and PLC. The results indicate the complex leadership structure in schools with various levels of leadership exerting distinct influences on teachers and departments. It highlights the roles of principal leadership and TL in facilitating PLC and teacher development. Implications for school leadership and PLC development are discussed.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Uncovering the complex relationships among distributed leadership, departmental teacher leadership, and professional learning community in Chinese schools

Zheng,

Jiang,

Liu

2023

Future in Educational Research

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“…In addition, the team leader leads a discussion about the more frequent problems that arise in the classroom for both teachers and students [19]. The management system of Chinese education system tends to adopt a top-down management system, and the leaders of teaching and research groups are often appointed directly by the Education Bureau; as a result, in some areas the teachers who are leaders are not the leaders that the teachers recognize, and so in the case of TRG, teachers do not conduct teaching workshops with each other, except to observe other teachers' public classes [20].…”

Section: The Current State Of China's Indigenous Education Modelmentioning

confidence: 99%

“…Instead, the discussion among the teachers is more focused on whether the classroom instruction will produce surprises, students' experiences, and authentic student feedback, while in the classroom, the teachers are involved in the review walk and take notes among the students to ensure that the students' feedback is authentic [11]. The teaching and learning activities that take place in mainland China's schools, on the other hand, are carried out on a weekly or longer cycle, and the content of the reflection is based on feedback on the teaching and learning topics that were presented in the previous teaching and research cycle [20].…”

Section: The Number Of Participants Varies Between Lesson Study Andmentioning

confidence: 99%

Will Lesson Study Work Culturally in terms of Pedagogy in China?

Zhang¹

2023

BCPBM

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Lesson study has been one of the heated topics in the education area of China. By critically reviewing the Japanese Lesson study, this article explores the extent to which this pedagogical culture can be embedded in the Chinese education system. The main argument of this article is that in the context of Chinese pedagogy, lesson study may require additional institutional improvements to accommodate localization in China. This will contribute to providing some references for future educators and teachers about how to conduct lesson study culturally and effectively in the pedagogical implication of China.

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“…Professional strategies must use decision-making structures, professional skills, and knowledge resources to encourage exploratory learning and change. Professional leadership is manifested as maintaining a shared vision and climate of trust, improving data systems, and adopting formative assessment to support evidence-based learning and teacher problem-solving (Zhang et al, 2021). The success of educational goals is closely related to the leadership skills and wisdom of the principal, one of the academic leaders.…”

Section: Forms Of Principal Strategies In Improving Teacher Professio...mentioning

confidence: 99%

The Principal's Strategy for Improving the Professionalism of Public Madrasah Aliyah School Teachers

Silviani

Rahman

Asy’ari

2022

TJKMP

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This study aims to determine the principal's strategy for improving teacher professionalism at Aliyah Negeri 10 High School South Tangerang. This research uses qualitative methods. Data is collected through observation techniques, interviews, and document studies. Furthermore, it is analyzed with three activity flows: data reduction, data presentation, and conclusion drawing. The results of this study show that: (1) the principal's policy process in improving teacher professionalism has been running well. Laws and government regulations guide them. (2) The principal's strategy in improving teacher professionalism by carrying out training to improve teacher professionalism, academic supervision, evaluation of teacher performance, continuing postgraduate education, including teachers in seminars and workshops outside of school. (3) the principal's strategy for improving the professionalism of teachers has been working well. They are judged by the principal's academic supervision activities and teacher performance assessment results. (4) the obstacles of the principal in improving teacher professionalism, namely the time of teaching and learning activities clashing with activities to increase teacher professionalism. (5) supporting factors in improving teacher professionalism, namely the enthusiasm of teachers who want to participate in activities to increase teacher professionalism. s academic supervision activities and teacher performance assessment. (4) the obstacles of the principal in improving teacher professionalism, namely the time of teaching and learning activities clashing with activities to increase teacher professionalism. (5) supporting factors in improving teacher professionalism, namely the enthusiasm of teachers who want to participate in activities to increase teacher professionalism. s academic supervision activities and teacher performance assessment. (4) the obstacles of the principal in improving teacher professionalism, namely the time of teaching and learning activities clashing with activities to increase teacher professionalism. (5) supporting factors in improving teacher professionalism, namely the enthusiasm of teachers who want to participate in activities to increase teacher professionalism.

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How do the leadership strategies of middle leaders affect teachers’ learning in schools? A case study from China

Cited by 15 publications

References 45 publications

Uncovering the complex relationships among distributed leadership, departmental teacher leadership, and professional learning community in Chinese schools

Uncovering the complex relationships among distributed leadership, departmental teacher leadership, and professional learning community in Chinese schools

Will Lesson Study Work Culturally in terms of Pedagogy in China?

The Principal's Strategy for Improving the Professionalism of Public Madrasah Aliyah School Teachers

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