Context, school principals and professional learning communities in China: the case of educational group schools
Journal of Professional Capital and Community
Article publication date: 9 June 2022
Issue publication date: 14 July 2022
This paper explores education group school principal’s influence on professional learning community (PLC) development in China.
Qualitative comparative case studies were conducted.
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.
This article concludes by presenting a “three-context” framework for understanding education group principal’s influence on PLCs in China.
Funding: Teacher Ethics in The New Era: Case Teaching Studies. The National Philosophy and Social Science Fund (21FJKB007).
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
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