How School Principals Impact the Development of Teacher Leaders in Chinese Middle Schools

• In Event: 66.014 - Leading Teacher Professional Development and Collaboration

Abstract

The experiences of teacher leaders in Mainland China, called Backbone Teachers, were examined to explore the principal impact on the development of teacher leaders. The 10 participants included 4 Backbone Teachers, 4 non-Backbone Teachers, and 2 principals respectively from 2 middle schools (one high-performing and one low-performing school) in the same district in Mainland China. Qualitative case study methods included interviews, observations, and shadowing techniques to examine the perspectives and behaviors of the three groups of school actors (Backbone Teachers, non-Backbone Teachers, and principals). The findings revealed that the principal acted as a judge, leadership opportunities provider, power sharer, and culture shaper, to initiate and to forward teacher leadership, which developed better in the high-performing school than the low-performing school.

Author

• Feiye Wang, East China Normal University