Leadership and teacher learning in urban and rural schools in China: Meeting the dual challenges of equity and effectiveness

International Journal of Educational Development

Volumn 51, Issue , 2016, Pages 163-173

  Hallinger, Philip ^a   Liu, Shangnan ^b  

^a CHULALONGKORN UNIVERSITY   (Thailand)

^b OCEAN UNIVERSITY OF CHINA   (China)

Author keywords

Agency; China; Leadership; Rural; Teacher professional learning; Trust; Urban

Indexed keywords

ACADEMIC PERFORMANCE; DEVELOPING WORLD; INCOME DISTRIBUTION; LEADERSHIP; LEARNING; RESOURCE ALLOCATION; RURAL-URBAN COMPARISON; TEACHER TRAINING;

CHINA;

EID: 84992110529     PISSN: 07380593     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.ijedudev.2016.10.001     Document Type: Article

References (90)

1. Barth, R.S., Improving Schools from Within. 1990, Jossey-Bass, San Francisco, CA.
2. Belchetz, D., Leithwood, K., Successful leadership: does context matter and if so, how?. Leithwood, K., (eds.) Successful Principal Leadership in Times of Change, 2007, Springer, Dordrecht, Netherlands, 117–138.
3. Brislin, R.W., Back-translation for cross-cultural research. J. Cross-Cult. Psychol. 13 (1970), 185–216.
4. Browne, M.W., Cudeck, R., Alternative ways of assessing model fit. Bollen, K.A., Long, J.S., (eds.) Testing Structural Equation Models, 1993, Sage, Beverly Hills, CA, 136–162.
5. Bush, T., Coleman, M., Xiaohong, S., Managing secondary schools in China. Compare 28:2 (1998), 183–195.
6. Byrne, B.M., Stewart, S.M., The MACS approach to testing for multigroup invariance of a second-order structure: a walk through the process. Struct. Equ. Model. 13:2 (2006), 287–321.
7. Carnoy, M., Globalization and education reform. Stromquist, N., Monkman, K., (eds.) Globalization and Education: Integration and Contestation Across Cultures, 2003, Rowman and Littlefield, Oxford, 43–61.
8. Chen, F.F., Sousa, K.H., West, S.G., Teacher's corner: testing measurement invariance of second-order factor models. Struct. Equ. Model. 12:3 (2005), 471–492.
9. Chen, X.P., Eberly, M.B., Chiang, T.J., Farh, J.L., Cheng, B.S., Affective trust in Chinese leaders: linking paternalistic leadership to employee performance. J. Manage. 40:3 (2014), 796–819.
10. Cheung, G.W., Rensvold, R.B., Evaluating goodness-of-fit indexes for testing measurement invariance. Struct. Equ. Model. 92 (2002), 233–255.
11. Chiu, M.M., Khoo, L., Effects of resources, inequality, and privilege bias on achievement: country, school, and student level analyses. Am. Educ. Res. J. 42 (2005), 575–603.
12. Darling-Hammond, L., Richardson, N., Teacher learning: what matters?. Educ. Leadersh. 66:5 (2009), 46–53.
13. Dimitrov, D.M., Testing for factorial invariance in the context of construct validation. Meas. Eval. Counseling Dev. 43:2 (2010), 121–149.
14. Ding, G., National Survey and Policy Analysis for Teacher Professional Development in Primary and Secondary Schools. 2010, East China Normal University Press, Shanghai.
15. Emirbayer, M., Mische, A., What is agency?. Am. J. Sociol. 103:4 (1998), 962–1023.
16. Evers, A.T., Kreijns, K., Van der Heijden, B.I., The design and validation of an instrument to measure teachers’ professional development at work. Stud. Continuing Educ., 2015, 2015, 1055465, 10.1080/0158037X.
17. Ferrer, E., Balluerka, N., Widaman, K.F., Factorial invariance and the specification of second-order latent growth models. Methodology 41 (2008), 22–36.
18. Frost, D., The concept of ‘agency’ in leadership for learning. Lead. Managing 12:2 (2006), 19–28.
19. Hallinger, P., Heck, R.H., Exploring the principal's contribution to school effectiveness: 1980–1995. Sch. Eff. Sch. Improv. 9:2 (1998), 157–191.
20. Hallinger, P., Heck, R., Conceptual and methodological issues in studying school leadership effects as a reciprocal process. Sch. Eff. Sch. Improv. 22:2 (2011), 149–173.
21. Hallinger, P., Leithwood, K., Culture and educational administration: a case of finding out what you don't know you don't know. J. Educ. Admin. 34:5 (1996), 98–115.
22. Hallinger, P., Lu, J.F., Modeling the effects of principal leadership and school capacity on teacher professional learning in Hong Kong primary schools. Sch. Leadersh. Manage. 35:5 (2014), 481–501.
23. Hallinger, P., Lee, M.S., Ko, J., Exploring the impact of school principals on teacher professional communities in Hong Kong. Leadersh. Policy Sch. 13:3 (2014), 229–259.
24. Hannum, E., Political change and the urban-rural gap in basic education in China, 1949–1990. Comp. Educ. Rev. 43:2 (1999), 193–211.
25. Hargreaves, D.H., The new professionalism: the synthesis of professional and institutional development. Teach. Teach. Educ. 10:4 (1994), 423–438.
26. Hayes, A.F., Beyond Baron and Kenny: statistical mediation analysis in the new millennium. Commun. Monogr. 76:4 (2009), 408–420.
27. Heck, R.H., Hallinger, P., Modeling the effects of school leadership on teaching and learning over time. J. Educ. Admin. 52:5 (2014), 653–681.
28. Hu, L.T., Bentler, P.M., Cutoff criteria for fit indexes in covariance structure analysis: conventional criteria versus new alternatives. Struct. Equ. Modeling: Multi. J. 61 (1999), 1–55.
29. Hu, B.Y., Zhou, Y., Li, K., Killingsworth Roberts, S., Examining program quality disparities between urban and rural kindergartens in China: evidence from Zhejiang. J. Res. Child. Educ. 28:4 (2014), 461–483.
30. Jimenez, E., Nguyen, V., Patrinos, H.A., 2012. Stuck in the Middle? Human Capital Development and Economic Growth in Malaysia and Thailand. World Bank Policy Research Working Paper, 6283.
31. Knapp, M.S., Copland, M.A., Honig, M.I., Plecki, M.L., Portin, B.S., Learning-focused Leadership and Leadership Support: Meaning and Practice in Urban Systems. 2010, Center for the Study of Teaching and Policy, University of Washington, Seattle, WA.
32. Kwakman, K., Factors affecting teachers’ participation in professional learning activities. Teach. Teach. Educ. 19:2 (2003), 149–170.
33. Leithwood, K., Jantzi, D., Transformational school leadership for large-scale reform: effects on students, teachers, and their classroom practices. Sch. Eff. Sch. Improv. 17:2 (2006), 201–227.
34. Leithwood, K., Patten, S., Jantzi, D., Testing a conception of how school leadership influences student learning. Educ. Adm. Q. 46:5 (2010), 671–706.
35. Li, L., Hallinger, P., Walker, A., Exploring the mediating effects of trust on principal leadership and teacher professional learning in Hong Kong primary schools. Educ. Manage. Admin. Leadersh. 44:1 (2016), 20–42.
36. Li, L., Hallinger, P., Ko, J., Modeling the effects of principal leadership and school capacity on teacher professional learning in Hong Kong primary schools. Int. J. Educ. Manage. 30:1 (2016), 76–100.
37. Little, J.W., Professional community and professional development in the learning-centered school. Kooy, M., van Veen, K., (eds.) Teacher Learning That Matters: International Perspectives, 2012, Routledge, London, 22–46.
38. Liu, S., Hallinger, P., in press. Leading teacher learning in China: A mixed methods study. In: Leithwood K., Sun J., Pollock K. (Eds.). How School Leadership Influences Student Learning: The Four Paths. Springer, Dordrecht, The Netherlands.
39. Liu, S., Hallinger, P., Feng, D., Supporting the professional learning of teachers in China: does leadership make a difference?. Teach. Teach. Educ. 59 (2016), 79–91.
40. Liu, M., Education management and performance after rural education finance reform: evidence from Western China. Int. J. Educ. Dev. 29:5 (2009), 463–473.
41. Louis, K.S., Changing the culture of schools: professional community, organizational learning, and trust. J. Sch. Leadersh. 16 (2007), 477–487.
42. MacKinnon, D.P., An Introduction to Statistical Mediation Analysis. 2008, Lawrence Erlbaum Associates, New York.
43. Meredith, W., Measurement invariance, factor analysis and factorial invariance. Psychometrika 58:4 (1993), 525–543.
44. Nunnally, J.C., Bernstein, I.H., Psychometric Theory. 3rd ed., 1994, McGraw-Hill, New York.
45. Organization for Economic Cooperation and Development (OECD), TALIS 2013 Results: An International Perspective on Teaching and Learning. 2014, TALIS, OECD, Publishing, Paris, 10.1787/9789264196261-en (Available at).
46. Organization for Economic Cooperation and Development (OECD), 2005. School Factors Related to Quality and Equity. Results from PISA 2000. Retrieved from http://www.oecd.org/dataoecd/15/20/34668095.pdf.
47. Othman, M., Muijs, D., Educational quality differences in a middle-income country: the urban-rural gap in Malaysian primary schools. Sch. Eff. Sch. Improv. 24:1 (2013), 1–18.
48. Peng, H.M., Wang, Y., Huang, R.H., Chen, G., Self-efficacy of distance learning: structure and related factors. Open Educ. Res. 12:2 (2006), 41–45.
49. Preacher, K.J., Hayes, A.F., Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models. Behav. Res. Methods 40:3 (2008), 879–891.
50. Printy, S.M., Marks, H.M., Bowers, A.J., Integrated leadership: how principals and teachers share transformational and instructional influence. J. Sch. Leadersh. 19:5 (2009), 504–532.
51. Printy, S.M., Leadership for teacher learning: a community of practice perspective. Educ. Adm. Q. 44:2 (2008), 187–226.
52. Psacharopoulos, G., Patrinos, H.A., Returns to investment in education: a further update. Educ. Econ. 12:2 (2004), 111–134.
53. Qian, X., Smyth, R., Measuring regional inequality of education in China: widening coast–inland gap or widening rural–urban gap?. J. Int. Dev. 20:2 (2008), 132–144.
54. Qian, H., Walker, A., How principals promote and understand teacher development under curriculum reform in China. Asia-Pac. J. Teach. Educ. 41:3 (2013), 304–315.
55. Robinson, V.M., Lloyd, C.A., Rowe, K.J., The impact of leadership on student outcomes: an analysis of the differential effects of leadership types. Educ. Adm. Q. 44:5 (2008), 635–674.
56. Rosenholtz, S.J., Teachers' Workplace: The Social Organization of Schools. 1989, Addison-Wesley-Longman Ltd., Boston, MA.
57. Ross, J.A., Gray, P., School leadership and student achievement: the mediating effects of teacher beliefs. Can. J. Educ. 29:3 (2006), 798–822.
58. Saphier, J., King, M., D'Auria, J., Three strands form strong school leadership. J. Staff Dev. 272 (2006), 51–57.
59. Sayed, Y., Globalisation, educational governance and decentralisation: promoting equity, increasing participation, and enhancing quality?. Compare: J. Comp. Int. Educ. 40:1 (2010), 59–62.
60. Schwarzer, R., Hallum, D., Perceived teacher self‐efficacy as a predictor of job stress and burnout: mediation analyses. Appl. Psychol. 1:s1 (2008), 152–171.
61. Schechter, C., Qadach, M., Toward an organizational model of change in elementary schools: the contribution of organizational learning mechanisms. Educ. Adm. Q. 48:1 (2012), 116–153.
62. Schechter, C., Qadach, M., Toward an organizational model of change in elementary schools: the contribution of organizational learning mechanisms. Educ. Adm. Q. 48:1 (2014), 116–153.
63. Scheier, M.F., Carver, C.S., Bridges, M.W., Distinguishing optimism from neuroticism (and trait anxiety, self-mastery, and self-esteem): a reevaluation of the Life Orientation Test. J. Pers. Soc. Psychol. 67:6 (1994), 1063–1078.
64. Shen, X.Y., Institutional Legitimacy, Teacher Agency, and the Development of Teacher Teaching Expertise. Unpublished Doctoral Dissertation. 2015, Beijing Normal University, Beijing, China.
65. Sleegers, P., Thoonen, E.J., Oort, F., Peetsma, T., Changing classroom practices: the role of school-wide capacity for sustainable improvement. J. Educ. Admin. 52:5 (2014), 617–652.
66. Smylie, M.A., Hart, A.W., School leadership for teacher learning and change: a human and social capital development perspective. Murphy, J., Seashore Louis, K., (eds.) The Handbook of Research on Educational Administration, second ed., 1999, Jossey Bass, San Francisco, 421–441.
67. Stelmach, A synthesis of international rural education issues and responses. Rural Educ. 32:2 (2011), 32–42.
68. Tang, S., Lu, J., Hallinger, P., Leading school change in China: a preliminary investigation. Int. J. Educ. Manage. 28:6 (2014), 655–675.
69. Teddlie, C., Stringfield, S., Reynolds, D., Context issues within school effectiveness research. Teddlie, C., Reynolds, D., (eds.) The International Handbook of School Effectiveness Research, 2000, Falmer Press, London, UK, 24–37.
70. Thomsen, M., Karsten, S., Oort, F.J., Social exchange in Dutch schools for vocational education and training: the role of teachers’ trust in colleagues, the supervisor and higher management. Educ. Manage. Admin. Leadersh. 43:5 (2015), 755–771.
71. Thoonen, E.E., Sleegers, P.J., Oort, F.J., Peetsma, T.T., Geijsel, F.P., How to improve teaching practices the role of teacher motivation, organizational factors, and leadership practices. Educ. Adm. Q. 47:3 (2011), 496–536.
72. Tschannen-Moran, M., Fostering teacher professionalism in schools: the role of leadership orientation and trust. Educ. Adm. Q. 45:2 (2009), 217–247.
73. Vanblaere, B., Devos, G., Relating school leadership to perceived professional learning community characteristics: a multilevel analysis. Teach. Teach. Educ. 57 (2016), 26–38.
74. Vandenberg, R.J., Lance, C.E., A review and synthesis of the measurement invariance literature: suggestions, practices, and recommendations for organizational research. Organ. Res. Methods 31 (2000), 4–70.
75. Vescio, V., Ross, D., Adams, A., A review of research on the impact of professional learning communities on teaching practice and student learning. Teach. Teach. Educ. 24 (2008), 80–91.
76. Walker, A.D., Qian, H., Review of research on school principal leadership in mainland China, 1998–2013: continuity and change. J. Educ. Admin. 53:4 (2015), 467–491.
77. Walker, A.D., Hu, R.K., Qian, H.Y., Principal leadership in China: an initial review. Sch. Eff. Sch. Improv. 23:4 (2012), 369–399.
78. Wang, J., Zhao, Z., Basic education curriculum reform in rural China: achievements, problems, and solutions. Chin. Educ. Soc. 44:6 (2011), 36–46.
79. Wang, T., School leadership and professional learning community: case study of two senior high schools in Northeast China. Asia Pac. J. Educ. 36:2 (2016), 202–216.
80. Woolfolk, A.E., Hoy, W.L., Prospective teachers’ sense of efficacy and beliefs about control. J. Educ. Psychol. 82:1 (1990), 81–91.
81. Wu, Z.H., Qi, Y.Y., Report on Rural Education Development in China., 2012, Beijing Normal University Publishing Group, Beijing.
82. Xie, H.Z., Educational Statistics Yearbook of China. 2013, People's Education Press, Beijing.
83. Ye, X., China's urban-rural integration policies. J. Curr. Chin. Aff. 38:4 (2010), 117–143.
84. Young, D.J., Rural and urban differences in student achievement in science and mathematics: a multilevel analysis. Sch. Eff. Sch. Improv. 9 (1998), 386–418.
85. Youngs, P., King, M.B., Principal leadership for professional development to build school capacity. Educ. Adm. Q. 38 (2002), 643–670.
86. Yu, H., Leithwood, K., Jantzi, D., The effects of transformational leadership on teachers' commitment to change in Hong Kong. J. Educ. Admin. 40:4 (2002), 368–389.
87. Zhang, N., Teachers’ Agency in Professional Development: Its Constructs, Characteristics, and Developmental Mechanisms. 2009, Beijing Normanl University, Beijing, China.
88. Zhang, J., Pang, N.S.-K., Investigating the development of professional learning communities: compare schools in Shanghai and Southwest China. Asia Pac. J. Educ. 36:2 (2016), 217–230.
89. Zhao, N., Valcke, M., Desoete, A., Verhaeghe, J., The quadratic relationship between socioeconomic status and learning performance in China by multilevel analysis: implications for policies to foster education equity. Int. J. Educ. Dev. 32:3 (2012), 12–422.
90. in de Wal, J.J., den Brok, P.J., Hooijer, J.G., Martens, R.L., van den Beemt, A., Teachers' engagement in professional learning: exploring motivational profiles. Learn. Individ. Differences 36 (2014), 27–36.