What impedes the development of professional learning communities in China? Perceptions from leaders and frontline teachers in three schools in Shanghai

Jia ZHANG, Rui Eric YUAN, Shulin YU

Research output: Contribution to journalArticlespeer-review

17 Citations (Scopus)

Abstract

Using qualitative data collected from three high schools in Shanghai, this study explored the barriers to the development of professional learning communities (PLCs) in Chinese schools from the perspectives of school leaders and teachers. Results indicate that the barriers identified by teachers in the development of PLCs include insufficient collaborative time, ineffective school leadership, unfavourable accountability policy, and lack of collaborative professional culture. By contrast, school leaders regard the absence of financial power, passive teachers, an unfavourable accountability system, and shortage of external resources as the major impediments to PLCs. Moreover, both similarities and differences are observed in the perceptions of teachers and school leaders regarding the barriers to PLC development. Practical implications for the effective implementation of PLCs and suggestions for future research are also presented. Copyright © 2016 The Author(s).

Original languageEnglish
Pages (from-to)219-237
JournalEducational Management Administration and Leadership
Volume45
Issue number2
Early online date07 Mar 2016
DOIs
Publication statusPublished - 2017

Citation

Zhang, J., Yuan, R., & Yu, S. (2017). What impedes the development of professional learning communities in China? Perceptions from leaders and frontline teachers in three schools in Shanghai. Educational Management Administration & Leadership, 45(2), 219-237. doi: 10.1177/1741143215617945

Keywords

  • Professional learning communities
  • Barriers
  • School leaders
  • Teachers

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