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The purpose of this paper is to explore the relationship between top management team (TMT) internal social capital and strategic decision-making speed, and further explore role of TMT behavioral integration in their relationship. It reveals how TMT internal social capital impacts strategic decision-making speed.

On the basis of the social capital theory and upper echelons theory, at first, a model about TMT internal social capital and strategic decision-making speed is proposed by exploratory case study. Then, the data obtained via questionnaire from 67 TMTs by software SPSS 19.0 and AMOS 17.0 are analyzed, and the theoretical hypotheses as mentioned above are verified.

The empirical study found that different dimensions of TMT internal social capital have significant positive impact on TMT behavioral integrity; TMT behavioral integrity has significant positive impact on strategic decision-making speed; and TMT behavioral integrity as an intermediary variable played a brokering role in the relationship between TMT internal social capital and strategic decision-making speed.

The study enriches the empirical test on the relationship between TMT internal social capital and decision speed, thereby helping the authors further understand how to improve the speed of strategic decision making in TMT.

This study aims to describe and analyze an innovative mechanism of teacher-led, system-wide professional learning that has been widely adopted since the beginning of the twenty-first century in China – the Master Teacher Studio (MTS).

This paper drew from policy documents, published Chinese literature relating to MTSs and personal fieldwork experience in Shanghai, Guangdong and Zhejiang province.

The article first outlines the context framing the system change, including its policy background and evolution, and then the MTS's purpose, formative process and structure. It finally examines major teacher learning activities and the leadership roles of the MTS hosts (leaders).

This study contributed to the knowledge base of system teacher leaders and how they lead cross-school leading.

The MTS initiative described in this article shows the power of central system leadership to spread and embed effective teacher learning practices at schools.

This article provides implications for understanding and practicing teacher system leadership to support teacher professional learning in different societies.