Heads of Teaching-Research Groups as Drivers of Teacher Professional Learning: The Chinese Model

• In Event: International Perspectives on School Leadership

Abstract

The purpose of this research was to develop a preliminary model of middle leaders’ instructional leadership in the Chinese educational context and to explore the ways in which middle leaders, specifically heads of teaching-research groups, located their instructional leadership to build teacher capacity. Interviews, participant observation, and documents were utilized, and a qualitative analysis was conducted to categorize the major leadership practices enacted by heads of teaching-research groups. An initial model with four major dimensions was constructed. In this paper, the four dimensions are elaborated on, with context-specific meanings being teased out for heads of teaching-research groups. Moreover, the manner in which the findings can enable practitioners and scholars internationally to learn from the Chinese experience is discussed.

Authors

• Jianjing Tang, The Education University of Hong Kong

• Darren A. Bryant, The Education University of Hong Kong