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

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  • Hallinger, Philip
  • Liu, Shangnan

Abstract

Despite a rapid rise in national income levels, the distribution of wealth remains unevenly distributed between residents of rural and urban areas both in mainland China and other developing nations. These inequities carry over to the education system where researchers have documented differences not only in resource allocation but also in the academic performance of students in urban and rural schools. Most research into the causes of China’s urban-rural achievement gap has focused on fiscal resources. In contrast, the current study examined differences in school organization processes associated with learning-centered leadership and teacher learning. These foci were selected due to their documented importance in supporting sustainable school improvement. We employed multi-group confirmatory factor analysis and structural equation modeling to analyze survey data collected from 492 urban teachers and 423 rural teachers in 31 Chinese schools located in three different provinces. The results affirmed a similar model of leadership and teacher learning in urban and rural schools. Specifically, school leadership exerted significant direct and indirect effects on teacher learning. It was, however, notable that the strength of all variable measures were significantly higher in the urban schools. The findings imply a potential benefit to be gained from providing training focused on ‘learning-centered leadership for principals and middle level leaders in rural schools, as well as expanding access to quality professional development opportunities for rural teachers.

Suggested Citation

  • Hallinger, Philip & Liu, Shangnan, 2016. "Leadership and teacher learning in urban and rural schools in China: Meeting the dual challenges of equity and effectiveness," International Journal of Educational Development, Elsevier, vol. 51(C), pages 163-173.
  • Handle: RePEc:eee:injoed:v:51:y:2016:i:c:p:163-173
    DOI: 10.1016/j.ijedudev.2016.10.001
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    References listed on IDEAS

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    Cited by:

    1. Inmaculada García-Martínez & Elvira Molina-Fernández & José Luis Ubago-Jiménez, 2020. "School Principals in Spain: Interplay of Leaders, Teachers and Context," Sustainability, MDPI, vol. 12(4), pages 1-14, February.
    2. Herman Herman & Oshamah Ibrahim Khalaf, 2023. "Evidence from School Principals: Academic Supervision Decision-making on Improving Teacher Performance in Indonesia," Advances in Decision Sciences, Asia University, Taiwan, vol. 27(3), pages 46-71, September.
    3. Tang, Yipeng, 2018. "What makes rural teachers happy? An investigation on the subjective well-being (SWB) of Chinese rural teachers," International Journal of Educational Development, Elsevier, vol. 62(C), pages 192-200.
    4. Raquel M. Navarez & Alvin O. Cayogyog & Clint E. Plaza & Kenneth Jan M. Quilario & Jestoni P. Aligway & Jaymar E. Prusas, 2024. "The Mediating Role of Motivation on the Relationship between Transformational Leadership and Work Performance of Teachers from Sta. Josefa District," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 8(8), pages 1461-1477, August.
    5. Philip Hallinger & Sedat Gümüş & Mehmet Şükrü Bellibaş, 2020. "'Are principals instructional leaders yet?' A science map of the knowledge base on instructional leadership, 1940–2018," Scientometrics, Springer;Akadémiai Kiadó, vol. 122(3), pages 1629-1650, March.
    6. İzlem Gözükara, 2021. "The Reflection of Principal Leadership on Teacher Outcomes: An Analysis of Turkish and Foreign Studies," International Business Research, Canadian Center of Science and Education, vol. 14(6), pages 1-33, June.

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