The heart of school improvement: a multi-site case study of leadership for teacher learning in Vietnam

ABSTRACT

This study addressed the research question: How do Vietnamese principals lead the professional learning of teachers? The research was comprised of a multiple-site case study of leadership and teacher learning in four Vietnamese schools. Qualitative data analysis aimed at identifying modal practices adopted by these Vietnamese principals to lead teacher learning in their schools. The research identified four key leadership practices: moral purpose, collaboration, learning support, and motivational strategies. The findings support assertions for a broad set of globally-relevant school leadership practices as well as the need to adapt these to the cultural context of specific schools.

KEYWORDS:

• Vietnam
• leadership
• teacher learning
• teacher development

Disclosure statement

No potential conflict of interest was reported by the authors.