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

, Chulalongkorn University, South Africa ; , Ocean University of China, China

International Journal of Educational Development Volume 51, Number 1, ISSN 0738-0593 Publisher: Elsevier Ltd

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.

Citation

Hallinger, P. & Liu, S. (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, 51(1), 163-173. Elsevier Ltd. Retrieved June 7, 2020 from .

This record was imported from International Journal of Educational Development on January 28, 2019. International Journal of Educational Development is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.ijedudev.2016.10.001

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