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. Copyright © 2022 AERA.
|Publication status||Published - Apr 2022|
|Event||2022 Annual Meeting of American Educational Research Association: "Cultivating Equitable Education Systems for the 21st Century" - San Diego, United States|
Duration: 21 Apr 2022 → 26 Apr 2022
|Conference||2022 Annual Meeting of American Educational Research Association: "Cultivating Equitable Education Systems for the 21st Century"|
|Abbreviated title||AERA 2022|
|Period||21/04/22 → 26/04/22|