Context, school principals and professional learning communities in China: the case of educational group schools
Journal of Professional Capital and Community
ISSN: 2056-9548
Article publication date: 9 June 2022
Issue publication date: 14 July 2022
Abstract
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.
Keywords
Acknowledgements
Funding: Teacher Ethics in The New Era: Case Teaching Studies. The National Philosophy and Social Science Fund (21FJKB007).
Citation
Ye, W. (2022), "Context, school principals and professional learning communities in China: the case of educational group schools", Journal of Professional Capital and Community, Vol. 7 No. 3, pp. 228-242. https://doi.org/10.1108/JPCC-08-2021-0045
Publisher
:Emerald Publishing Limited
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