How do the leadership strategies of middle leaders affect teachers’ learning in schools? A case study from China-Reference-Cited by-同舟云学术

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How do the leadership strategies of middle leaders affect teachers’ learning in schools? A case study from China

Published:2021-04-15 Issue: Volume: Page:1-18
ISSN:1941-5257
Container-title:Professional Development in Education
language:en
Short-container-title:Professional Development in Education

Author:

Zhang Xiaolei¹^ORCID,Wong Jocelyn L. N.²,Wang Xiaofang³

Affiliation:

1. School of Education, Tianjin University, Tianjin, China

2. Department of Education Administration and Policy, Faculty of Education, The Chinese University of Hong Kong, Hong Kong, SAR China

3. School of Education, Normal College of Shenzhen University, Shenzhen, China

Funder

This work was supported by Shenzhen Planning Office of Educational Science

the Ministry of Education of China under the Young Fund for Social Sciences and Humanities

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/19415257.2021.1895284

Reference57 articles.

1. Teacher learning in the context of educational innovation: Learning activities and learning outcomes of experienced teachers

2. 2 How Actors Change Institutions: Towards a Theory of Institutional Entrepreneurship

3. Leadership and organizational learning: A multiple levels perspective

4. Revealing the balancing act of vertical and shared leadership in Teacher Design Teams

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