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Research Article

Exploring the role and practice of teacher leaders in professional learning communities in China: A case study of a Shanghai secondary school

Licui ChenCollege of Education, Zhejiang University, Hangzhou, ChinaORCID Iconhttps://orcid.org/0000-0001-7646-3528View further author information
ORCID Icon &
Jia ZhangCollege of Education, Zhejiang University, Hangzhou, ChinaCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-7107-7545View further author information
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Received 15 Sep 2021, Accepted 04 Jan 2022, Published online: 16 Jan 2022

Citations (5)

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Read on this site (1)

Ziyi Ding & Lei Mee Thien. (2022) Assessing the antecedents and consequences of teacher leadership: a partial least squares analysis. International Journal of Leadership in Education 0:0, pages 1-23.
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Articles from other publishers (4)

Shengnan Liu & Philip Hallinger. (2024) The effect of department leadership on teacher professional learning in China: A multilevel moderated mediation model. Educational Management Administration & Leadership.
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Xin Zheng & Ying Luo. (2023) How do departmental professional learning communities and teacher leadership matter for teacher self-efficacy? A multi-level analysis. Journal of Professional Capital and Community 9:1, pages 51-67.
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Xin Zheng, Chenxi Jiang & Chenlu Liu. (2023) Uncovering the complex relationships among distributed leadership, departmental teacher leadership, and professional learning community in Chinese schools. Future in Educational Research 1:2, pages 182-197.
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Yiming Shan & Junjun Chen. (2022) Teaching research group leaders’ perceptions of their engagement in curriculum leadership. Frontiers in Psychology 13.
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