Understanding teacher leadership in elementary schools in China

• Main Author: Yan, Wei Fen
• Format: text
• Language: English
• Published: Animo Repository 2015
• Subjects: Educational leadership; Leadership; Elementary school teachers; Educational Leadership
• Online Access: https://animorepository.dlsu.edu.ph/etd_masteral/5091
• Institution: De La Salle University

Teacher leadership is a new idea to be promoted and practiced by all teachers in different school level in the 21st Century. A radical transformation toward teacher leadership is not an option it is a necessity (Reeves, 2008). The study explores the understanding of teacher leadership and how teachers understood and practiced leadership in public elementary schools in China. It is also a multiple case study that was adapted from the qualitative methodology of Yin (2009). The study engaged a total of five respondents who were excellent and experienced teachers from five public elementary schools in different areas of He Bei Province in China. The data were analyzed with within-case analysis and cross-case analysis summarized the important categories for the emergent model of teacher leadership of public elementary schools. The findings of the study revealed nine categories of teacher leadership of elementary schools in Hebei Province. The nine categories are described as Instructional Leadership, Teacher's Responsibility, School Development, Classroom Management, Teacher's Creativity, Personal Development, Technology, and Professional Training. It also presents some schools that already provided opportunities for teachers to practice leadership, but one school should provide more opportunities for teachers to practice leadership as well. The findings also present that schools should provide necessary facilities, instruments, and professional programs for the needs of teaching and learning.