Cao T

Capers M

Chen G

Creswell JW

DuFour R

Hargreaves A

Hord SM

Hu Y

Jackson SH

Jia Zhang

Kilbane JF

Lewis C

Lindahl RA

Malone A

McLaughlin M

Pang NSK

Pankake A

Rui Yuan

Shulin Yu

Strauss A

Timperley H

Wald P

Wood D

Zhang J

Using qualitative data collected from three high schools in Shanghai, this study explored the barriers to the development of professional learning communities (PLCs) in Chinese schools from the perspectives of school leaders and teachers. Results indicate that the barriers identified by teachers in the development of PLCs include insufficient collaborative time, ineffective school leadership, unfavourable accountability policy, and lack of collaborative professional culture. By contrast, school leaders regard the absence of financial power, passive teachers, an unfavourable accountability system, and shortage of external resources as the major impediments to PLCs. Moreover, both similarities and differences are observed in the perceptions of teachers and school leaders regarding the barriers to PLC development. Practical implications for the effective implementation of PLCs and suggestions for future research are also presented.</jats:p

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Educational Management Administration & Leadership

What impedes the development of professional learning communities in China? Perceptions from leaders and frontline teachers in three schools in Shanghai

What impedes the development of professional learning communities in China? Perceptions from leaders and frontline teachers in three schools in Shanghai

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