Teacher leadership in university–school collaboration for school improvement (USCSI) on the Chinese Mainland

Jia-Wei ZHANG, Leslie Nai-Kwai LO, Chi Shing CHIU

Research output: Contribution to journalArticles

3 Citations (Scopus)

Abstract

This article presents the findings of a qualitative study on teacher leadership in the context of university–school collaboration for school improvement (USCSI) on the Chinese Mainland. Through the lens of structuration theory, it explores the process of teacher leaders exercising their power in a USCSI project. During the school improvement process, teacher leaders exercised that power related to the control resources existing by the domination structure of the school. However, this study found that teacher leaders could also transform control resources, as power referred to the transformative capacity of human action. The data that is informed this paper were collected from three middle schools involved in the same USCSI project in Beijing, capital of the People's Republic of China. Copyright © 2013 Springer Science+Business Media Dordrecht.

Original languageEnglish
Pages (from-to)199-220
JournalEducational Research for Policy and Practice
Volume13
Issue number3
Early online date17 Nov 2013
DOIs
Publication statusPublished - Oct 2014

Citation

Zhang, J.-W., Lo, L. N.-K., & Chiu, C.-S. (2014). Teacher leadership in university–school collaboration for school improvement (USCSI) on the Chinese Mainland. Educational Research for Policy and Practice, 13(3), 199-220. doi: 10.1007/s10671-013-9158-0

Keywords

  • Teacher leadership
  • Teacher leaders
  • School reform
  • School improvement
  • University–school collaboration

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