Teacher Development in Rural China: How Ineffective School Leadership Fails to Make a Difference

Autor/inn/en	Liu, Shengnan; Hallinger, Philip
Titel	Teacher Development in Rural China: How Ineffective School Leadership Fails to Make a Difference
Quelle	In: International Journal of Leadership in Education, 21 (2018) 6, S.633-650 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3124
DOI	10.1080/13603124.2017.1294266
Schlagwörter	Foreign Countries; Faculty Development; Rural Schools; Principals; Leadership Effectiveness; Administrator Effectiveness; Teacher Administrator Relationship; Trust (Psychology); Case Studies; Capacity Building; Educational Improvement; Educational Change; Resistance to Change; China + Suchen Sie Ihr Suchwort? Ausland; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Principal; Schulleiter; Führungseffizienz; Case study; Fallstudie; Case Study; Teaching improvement; Unterrichtsentwicklung; Bildungsreform
Abstract	This study examined if and how the learning-centred leadership of rural school principals in China impacted teachers' trust and agency, as well as their engagement in professional learning. In contrast to prior research, however, this mixed methods study sought to illuminate the impact of ineffective leadership on teachers and school improvement. Quantitative data analysis affirmed that learning-centred leadership was associated with more active teacher engagement in professional learning, and that these effects were partially mediated by teacher trust and agency. However, additional quantitative analyses revealed that rural principals in our sample exercised significantly weaker learning-centred leadership than their urban counterparts, and that this was associated with lower levels of teacher trust, agency and professional learning. This quantitative analysis set the stage for a case study of one rural school principal whose school was unsuccessful in implementing a reform aimed at building teacher capacity. The qualitative data illuminate how sociocultural norms shaped interactions not only between the principal and his teachers (e.g. hierarchy), but among the teachers themselves (e.g. hierarchy and collectivism). Finally, the case study illustrates how ineffective leadership engenders mistrust and resistance among teachers, making them wary of assuming ownership of change. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01