The Influence of Chinese Rural Teacher Leadership on the Improvement of Chinese Rural Schools

Tianze Gao

《International Journal of Social Science and Education Research》 5卷10期 (2022/10) Pp. 410-415

https://doi.org/10.6918/IJOSSER.202210_5(10).0066

摘要

The essay aims to find out the factors that influence empowering Chinese rural teachers' leadership from the perspective of school improvement. Therefore, the essay will firstly focus on the relationship between teacher leadership and school improvement and then pay attention to the influencing factors of rural teacher leadership in China. Additionally, the critical literature review will be used throughout the essay based on the specific context of rural China. The findings are as follows: firstly, teacher leadership is part of and can drive school improvement. Secondly, the factors influencing Chinese rural teachers' leadership can be divided into four aspects including policies, principals, teachers, and communities. The findings are useful to Chinese rural school practice as well as future research. In addition, a bigger scope of the influential factors is requested and is attached importance when focusing on Chinese rural teachers' curriculum leadership in the Chinese context, which can be seen as the originality of the essay.

關鍵字

Teacher leadership ； School improvement ； Chinese rural areas

參考文獻

Anderson, K. D. (2008). Transformational teacher leadership in rural schools. Rural Educator, 29(3), 8-17.

Autti, O., & Bæck, U. D. K. (2021). Rural teachers and local curricula. Teaching should not be a bubble disconnected from the community. Scandinavian Journal of Educational Research, 65(1), 71-86.

Beachum, F., & Dentith, A. M. (2004, September). Teacher leaders creating cultures of school renewal and transformation. In The Educational Forum (Vol. 68, No. 3, pp. 276-286). Taylor & Francis Group.

Chen, J., Yang, Y., Xu, F., Xu, W., Zhang, X., Wang, Y., & Zhang, Y. (2021). Factors Influencing Curriculum Leadership of Primary and Secondary School Teachers from the Perspective of Field Dynamic Theory: An Empirical Investigation in China. Sustainability, 13(21), 12007.

Ho, D. C. W. (2010). Teacher participation in curriculum and pedagogical decisions: Insights into curriculum leadership. Educational Management Administration & Leadership, 38(5), 613-624.