Principals' Roles in Teachers' Professional Learning and Development in Shanghai and English Schools

• In Event: The Professional Learning and Development of Teachers in England and Shanghai: Opportunities and Effects

Abstract

Objectives
This paper reports on differences and similarities of the influence and impact of principals in Shanghai and English schools on the professional learning and development on their teachers.
Theoretical Framework
Principals’ influence on student learning and achievement is second to that of teachers (Leithwood et al., 2006). A ‘best evidence’ synthesis of a range of quantitative studies on effective school leadership found that the promotion and active participation by principals in professional learning and development has the largest effect size (Robinson et al., 2009). PLD has become one of the core areas of Chinese principals’ influence (Hu, 2012). In China, government reform initiatives since 2001 have increased the direct responsibilities of school principals for teachers’ professional standards (MoE, 2013). In the West, others (Author et. al, 2011; Moore Johnson, 2007) identified the quality of support provided by principals as a key factor in teacher retention.
Methods
A mixed methods approach was adopted. Principals and teachers of maths, science and Chinese/English in 120 primary and secondary schools in China and England were surveyed. Semi structured interviews were designed and conducted with 60 teachers and 12 principals, to provide in-depth information for the similarities and differences of principals’ roles in PLD activities. The data were coded to identify commonalities and differences.
Data Sources
Questionnaires were distributed in 30 primary schools and 30 secondary schools with good reputations in both Shanghai and England. In each school, the questionnaires were answered by 1 principal, 3 subject leaders, and 3 teachers in different career stages and subjects. Interviews were conducted with 60 teachers and 12 principals.
Results
1) In both England and Shanghai, all principals promoted professional learning and development.
2) In Shanghai, collaboration was a daily expectation due to the Confucian influence
3) In Shanghai, teacher induction programmes and mentoring were poorly rated, where the opposite was the case in England.
4) In Shanghai, the emphasis was on collaborative peer observation and lesson study,
5) In England, lesson study was not widely used. Emphasis was placed upon curriculum planning and evaluation and individual student tracking, data use and differentiation.
6) Principals in Shanghai and England did not rely heavily on experts from universities
7) English principals focussed more on developing classroom instructional skills. Chinese principals focussed more on fulfilling teachers’ emotional needs.
Scholarly Significance
This paper provides new empirical data of the key positive or negative roles that principals play in both the promotion of cultures of professional learning and development and their impact on teacher commitment and the quality of classroom practices. It demonstrates that whilst policies, cultures and educational histories between China and the West differ, there are more similarities than differences in the importance that effective principals place on professional learning and development of their teachers and themselves.

Authors

• Christopher W. Day, University of Nottingham

• Zeng Yan