Context Counts: Viewing Chinese School Middle Leadership for Teacher Learning From Inside Out

• In Event: Developing Teacher Leadership: Perspectives From China and the United States

Abstract

The focus of the study was on a group of middle leaders who aimed to enhance teacher capacity in various school settings. Middle leaders are both a part of the school context while feeling the influence of the school context. Using structuration theory, we seek to understand how rules, resources, and social position shape middle leaders to contribute to teacher learning. A multi-case study method was employed to study 18 heads of teaching-research groups (middle leaders in China) from two high-performing schools, average schools, and two low-performing schools. Interviews were served as data collecting tools. The analysis further affirms, elaborates and extends the assertion made by scholars, revealing the variations in middle leadership and their links to particular school contexts.

Authors

• Jianjing Tang, The Education University of Hong Kong

• Darren A. Bryant, Curtin University