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ERIC Number: EJ1129175
Record Type: Journal
Publication Date: 2017-Mar
Pages: 19
Abstractor: As Provided
ISSN: ISSN-1741-1432
What Impedes the Development of Professional Learning Communities in China? Perceptions from Leaders and Frontline Teachers in Three Schools in Shanghai
Zhang, Jia; Yuan, Rui; Yu, Shulin
Educational Management Administration & Leadership, v45 n2 p219-237 Mar 2017
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.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China (Shanghai)
Grant or Contract Numbers: N/A