Leading professional learning communities in China: the role of Teaching Research Group heads in two primary schools in Shanghai

Professional learning communities (PLCs) are recognized for their potential to enhance teaching and learning. While existing research has examined the leadership and sustainability of PLCs at the whole-school level, the role of teacher leaders in maintaining and developing PLCs remains underexplored. This study employs a comparative qualitative case study of two primary schools in Shanghai to investigate how Teaching Research Group (TRG) heads sustain and promote teacher learning within PLCs. The findings show that TRG heads play a crucial role in cultivating a collaborative culture, facilitating knowledge co-construction, and supporting both collective and individual teacher learning. By navigating the tension between bureaucracy and autonomy, their leadership strategies shape PLCs into enriched or perhaps impoverished communities. To foster sustainable and effective PLCs, TRG heads should be granted greater autonomy, teacher leadership should be developed, and teachers’ sense of ownership in PLCs should be strengthened.