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

Despite a rapid rise in national income levels, the distribution of wealth remains unevenly between residents of rural and urban areas both in mainland China and other developing inequities carry over to the education system where researchers have documented differences resource allocation but also in the academic performance of students in urban and rural research into the causes of China's urban-rural achievement gap has focused on fiscal contrast, the current study examined differences in school organization processes learning-centered leadership and teacher learning. These foci were selected due to their importance in supporting sustainable school improvement. We employed multi-group factor analysis and structural equation modeling to analyze survey data collected from teachers and 423 rural teachers in 31 Chinese schools located in three different provinces. affirmed a similar model of leadership and teacher learning in urban and rural schools. school leadership exerted significant direct and indirect effects on teacher learning. It was, notable that the strength of all variable measures were significantly higher in the urban findings imply a potential benefit to be gained from providing training focused on learning leadership for principals and middle level leaders in rural schools, as well as expanding access professional development opportunities for rural teachers. (C) 2016 Elsevier Ltd. All rights reserved.