Mikki Shi: When a Title is not Enough: Enacting Middle Leadership in Chinese Secondary Schools

A qualitative multiple-case study in three urban, semi-rural and rural schools in Yunnan drew on 21 interviews with TRG leaders, senior leaders and teachers, alongside 11 observations of TRG activities. Findings reveal contested understandings of leadership that TRG leaders positioned themselves as organisers, coordinators and bridges, while senior leaders recognised their instructional leadership and teachers expressed mixed views.

Leadership was enacted through structuring collective work, facilitating collaborative learning and using assessment to guide improvement. Shared practices created learning opportunities, while professional learning was shaped by relational trust, participation, group climate, leadership influence and organisational support. The study highlights the need for role clarity, leadership development and supportive conditions, showing that formal appointment alone does not ensure meaningful leadership.</p>