This paper aims at extending the understanding of an interplay of influence between principal leadership and professional culture on school-based professional development. Early-career teachers start to experience the reality of professional practice in different schools in a Chinese society. The key question is: How did the interplay of influence between the leadership and culture facilitate or discourage the teachers’ development pathways in the first 6 years of practice? A case study of three teachers’ professional development was adopted to explore the influence. Findings show a pattern of the interplay of influence on the professional development based on the teachers’ experiences and perceptions of the influence of principal leadership and school professional culture. Implications for school-based professional development are also highlighted. Copyright © 2021 AERA21.
|Publication status||Published - Apr 2021|
|Event||2021 Virtual Annual Meeting of American Educational Research Association: "Accepting Educational Responsibility" - , United States|
Duration: 08 Apr 2021 → 12 Apr 2021
|Conference||2021 Virtual Annual Meeting of American Educational Research Association: "Accepting Educational Responsibility"|
|Abbreviated title||AERA 2021|
|Period||08/04/21 → 12/04/21|