Leadership for Teacher Professional Learning: A Case Study of Two ‘New-High-Quality’ Primary Schools in Shanghai

  • Jie CaoEmail author
  • Nicholas Sun-keung Pang


This study involving qualitative case studies of two primary schools in Shanghai, China, investigates how principals lead to support teacher professional learning in response to an education reform agenda. The findings show key effective leadership strategies in response to the education changes. They include providing professional learning opportunities and resources; distributed leadership for collaborative learning; monitoring the effectiveness of teacher learning, and committing teachers to professional learning. The findings are consistent with the evidence in the Western literature but with varying unique characteristics. This study contributes to the understanding of the relationship between school leadership and teacher professional learning especially in context to significant shifts in education policies.



The work described in this chapter was supported by a grant from the Research Grants Council of Hong Kong Special Administrative Region, China (RGC Ref. No. CUHK 14408814).


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© Springer Nature Singapore Pte Ltd. 2019

Authors and Affiliations

  1. 1.Department of Educational AdministrationBeijing Institute of EducationBeijingChina
  2. 2.Department of Education, Faculty of EducationEast China Normal UniversityShanghaiChina
  3. 3.Department of Educational Administration and PolicyThe Chinese University of Hong KongShatinHong Kong SAR, China

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