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

ABSTRACT

The concept of professional learning communities (PLCs) has attracted global attention because of its significant role in facilitating teacher professional learning. While increasing efforts have been invested in building PLCs in many systems, few studies have investigated how teacher leaders lead and sustain PLCs. Drawing on qualitative findings from a Shanghai secondary school, this paper explores the role of teacher leaders in formal positions and their leadership practices in promoting teacher professional learning in PLCs in China. The analysis reveals that formally appointed teacher leaders are recognised based on their professional expertise, and they exercise strong professional-oriented leadership practices facilitating the subject-based PLC process. Further, positional and professional authority in teacher leadership are not mutually exclusive in the Chinese school context. The study argues that teacher leadership development has great potential for sustaining productive PLCs in the school setting.

KEYWORDS:

• Teacher leadership
• teacher learning
• professional learning communities
• China

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Licui Chen

Licui Chen is an assistant professor at the College of Education, Zhejiang University. Her main research interests include teacher professional learning and development, school improvement, and educational policies and reforms. Her recent publications appear in Educational Research Review and Asia Pacific Journal of Education.

Jia Zhang

Jia Zhang is an associate professor at the College of Education, Zhejiang University. Her research interests include teacher development, educational leadership, and school improvement. Her recent publications appear in Educational Management, Administration & Leadership, Teachers and Teaching, and Educational Studies.