Welcome to Francis Academic Press

Frontiers in Educational Research, 2019, 2(5); doi: 10.25236/FER.034041.

Developing Transformative Leadership for Building Professional Learning Communities in China

Author(s)

Hongyang Zeng

Corresponding Author:
Hongyang Zeng
Affiliation(s)

Hubei University Of Arts And Science, Xiangyang, china
*Corresponding Author

Abstract

Though China’s educational system has gone through a number of reforms, the concept and practice of PLCs have not been paid enough attention. Therefore, teachers still regard educational reform as a mandated change, which gives rise to many problems, such as negative emotions, superficial implementation, and contrived collegiality. This article will present the importance of founding a successful PLC in educational change with the help of leadership theory. By comparing transformative leadership with transactional, transformational leadership, this paper will demonstrate what differences transformative leadership can make in changing teacher identity, emotion and professionalism as well as in preparing teachers for social justice.

Keywords

Transformative Leadership, Professional Learning Communities, Educational Reform, Social Justice

Cite This Paper

Hongyang Zeng. Developing Transformative Leadership for Building Professional Learning Communities in China. Frontiers in Educational Research (2019) Vol. 2 Issue 5: 75-87. https://doi.org/10.25236/FER.034041.

References

[1]Agryris, C (1982). The executive mind and double-loop learning. Organizational Dynamics, vol.11, no.2, pp. 5-22.
[2]Avant, D(2011). Unwrapping tradition: Shifting from traditional leadership to transformative action. In Shields, C. (Ed.), Transformative leadership: a reader. New York: Peter Lang.
[3]Brandt, R(2003). Is this school a learning organization? 10 ways to tell. Journal of Staff Development, vol.24, no.1, pp.10–16.
[4]Bush, T(2011). Theories of educational leadership and management (4th ed.). New York: Sage.
[5]Cranton, P., & King, K. P(2003). Transformative learning as a professional development goal. New Directions for Adult & Continuing Education, no.98, pp. 31-37.
[6]Elbousty, M., & Bratt, K (2010). Continuous inquiry meets continued critique: The professional learning community in practice and the resistance of (un)willing participants. Academic Leadership, vol.8, no.2, pp.1-5.
[7]Fullan, M(2001). The new meaning of education change, 3rd. New York: Teacher College Press
[8]Fullan, M(2006). The new mission for school systems in breakthrough. In Fullan, M., Hill, P. & Crevola, C. (Eds.), Breakthrough. Thousand Oaks: Corwin Press Inc
[9]Jun, I(2011). Transformative leadership in a diverse setting. In Shields, C. (Ed.), Transformative leadership: a reader. New York: Peter Lang.
[10]Kose, B. W (2011). Developing a transformative school vision: Lessons from peer-nominated principals. Education & Urban Society, vol.43, no.2, pp.119-136. [11]Hord, S. M(1997). Professional learning communities: Communities of continuous inquiry and improvement. Austin: Southwest Education Development Laboratory.
[12]Lai, M(2010). Teacher development under curriculum reform: a case study of a secondary school in mainland China. International Review of Education, vol.56, no.5/6, pp.613-631.
[13]Langlois, L. (2011). Looking at transformative leadership through the concept of ethics. In Shields, C. (Ed.), Transformative leadership: a reader. New York: Peter Lang.
[14]Lee, J. & Yin, H(2011), Teacher’s emotions and professional identity, in curriculum reform: A Chinese perspective. Journal of Educational Change, no.12, pp. 25-46.
[15]Mohan, E(2011). From cowardice to courage: Breaking the silence surrounding race in school. In Shields, C. (Ed.), Transformative leadership: a reader. New York: Peter Lang.
[16]Mullen, C. A(2009). Introducing collaborative communities with edge and vitality. In C. A. Mullen (Ed.), The handbook of leadership and professional learning communities. New York: Palgrave Macmillan.
[17]Senge, P(2006). The fifth discipline: The art and practice of the learning organization. New York: Doubleday/Currency
[18]Servage, L(2008). Critical and transformative practices in professional learning communities. Teacher Education Quarterly, vol.35, no.1, pp. 63-77.
[19]Shields, C(2010). Transformative leadership: Working for equity in diverse contexts. Educational Administration Quarterly, vol.46, no.4, pp.558-589.
[20]Wong, J. N(2010). Searching for good practice in teaching: A comparison of two subject-based professional learning communities in a secondary school in Shanghai. Compare: A Journal of Comparative & International Education, vol.40, no.5, pp.4