Context, School Principals and Professional Learning Communities in China: The Case of Educational Group Schools

Purpose: This paper explores education group school principal's influence on professional learning community (PLC) development in China. Design/methodology/approach: Qualitative comparative case studies were conducted. Findings: The findings show that principals indicated principal-level factor...

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Bibliographic Details
Published in:Journal of Professional Capital and Community 2022-07, Vol.7 (3), p.228-242
Main Author: Ye, Wangbei
Format: Article
Language:English
Subjects:
Administrator Attitudes
Administrator Role
Case Studies
Collaboration
College School Cooperation
Communities of Practice
Curricula
Curriculum Design
Educational leadership
Educational Policy
Educational Practices
Educational Resources
Equal Education
Faculty Development
Foreign Countries
Guidelines
Information Technology
Institutional Characteristics
Instructional Leadership
Learning
Learning Activities
Middle Schools
Moral Development
Principals
School Community Relationship
School Districts
School principals
Secondary Schools
Teaching
Teaching Methods
Technology Integration
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Summary:Purpose: This paper explores education group school principal's influence on professional learning community (PLC) development in China. Design/methodology/approach: Qualitative comparative case studies were conducted. Findings: The findings show that principals indicated principal-level factors were their major concerns regarding PLC cultural condition design, school needs were the major concerns in PLCs' relational and structural design, and educational-group factors impacted principals' extension of PLCs' structural conditions. Originality/value: This article concludes by presenting a "three-context" framework for understanding education group principal's influence on PLCs in China.
ISSN:2056-9548
2056-9556
DOI:10.1108/JPCC-08-2021-0045