Three Types of Headships: Principal Leadership's Impact on ECE Teacher Learning in Teaching Research Groups

• In Event: AERA Roundtable Session Friday 1:45 pm
  In Roundtable Session: How Principal Leadership Practices Influence Teacher Performance

Abstract

Teaching Research Groups (TRGs, jiaoyanzu), a key form of professional learning communities (PLCs), have received little attention in early childhood education (ECE). This oversight risks biasing knowledge production and hindering the international exchange of effective principal leadership and teacher learning practices. Using a qualitative comparative case study, this research involved 25 participants, including principals, teacher leaders and teachers from five kindergartens in Shenzhen, China. Centralized-decentralization leadership, transactional leadership and authoritarian leadership were identified, exhibiting varying levels of effectiveness in fostering teacher learning. These headship types were shaped by multi-level contexts, especially the unique developmental needs of each kindergarten (meso-context). The study suggests a dynamic tight-loose balance leadership approach and cautions against one-size-fits-all accountability for principals in teacher professional development.

Authors

• Han QIN, Capital Normal University

• Yingying Huang, Chinese University of Hong Kong