The Development Status and Influencing Factors of Teacher Leadership in China and the U.S.

• In Event: AERA Roundtable Session Friday 11:45 am - Gold 1
  In Roundtable Session: Teacher Leadership and School Change: Influencing, Negotiating, and Innovating

Abstract

This study uses TALIS 2018 data to compare the development and influencing factors of teacher leadership in Shanghai, China, and the United States across three dimensions: collaborative, professional development, and decision-making leadership. Results show U.S. teachers score higher in collaborative leadership, while Shanghai teachers excel in professional development leadership, reflecting different emphases in educational systems. Gender, career choice, age, and teaching experience significantly influence leadership, alongside organizational factors such as distributed leadership, resource conditions, and school type. Findings highlight cultural differences in how individual and institutional variables shape teacher leadership. The study contributes a transferable three-dimensional framework, provides large-scale cross-national evidence, and offers policy insights for fostering teacher leadership in diverse contexts.

Author

• Chen Xie, East China Normal University