CHARACTERISTICS AND CHALLENGES OF TEACHER LEADERSHIP IN CHINESE SPECIAL EDUCATION: A FRAMEWORK FOR EFFECTIVE DEVELOPMENT

Abstract

This study explores the unique attributes of effective teacher leadership in special education schools in China. Throughout the research process, the researchers aimed to investigate the leadership of Chinese special education teachers via a systematic literature review. However, the findings indicated that this research method failed to address the core objectives of the study. Consequently, a critical literature review was employed to construct a framework that delves into the characteristics and challenges of teacher leadership within China's special education system. The study identified four core characteristics of effective teacher leadership: informal management grounded in professional authority, a collaboration mechanism that prioritizes student achievement, flexibility to accommodate diverse needs, and interdisciplinary influence. Additionally, the study proposed an innovative framework advocating for the development of a special education teacher leadership model that encompasses multiple dimensions, including teacher ethics, teaching practices, communication, self-development, and evaluation, all based on collaboration within the Individualized Education Plan (IEP) team and the Chinese Special Education Teacher Standards (trial version). Ultimately, the study offers practical recommendations for policymakers, school administrators, and frontline workers aimed at enhancing teacher leadership.