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p-Index From 2021 - 2026
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All Journal Nama jurnal : International Journal of Education and Humanities
Suraya Amirrudin
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Humanities Education Social Sciences Other

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Teacher Leadership Research in China (2020–2024): Trends, Gaps, and Future Directions in Educational Development Wang Xianguo; Suraya Amirrudin
International Journal of Education and Humanities Vol. 5 No. 2 (2025): International Journal of Education and Humanities (IJEH)
Publisher : Ilmu Inovasi Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58557/(ijeh).v5i2.320

Abstract

In 2020, China officially released the Recommendations of the Central Committee of the Communist Party of China on Formulating the 14th Five-Year Plan for National Economic and Social Development and the Long-Range Objectives for 2035, reaffirming the nation’s commitment to building a high-quality education system. This policy marks a new phase in China’s educational modernization, prompting deeper academic investigations into teacher leadership. However, despite its significance, research on teacher leadership in China still faces challenges regarding focus and implementation. This study aims to analyze the development of teacher leadership research in China from 2020 to 2024, a period characterized by the nation’s transition toward high-quality education. Using a systematic literature review methodology, this study identifies a fluctuating yet declining trend in publications on teacher leadership. Existing research predominantly focuses on theoretical exploration, conceptual clarification, and constructing theoretical frameworks, while empirical studies investigating practical applications remain scarce. Findings also indicate that studies on teacher leadership in higher education institutions, particularly within the framework of high-quality development, remain significantly underdeveloped. To address this gap, future research should integrate contemporary educational policies, expand the scope of inquiry, and diversify research themes. Strengthening the synergy between teacher leadership theory and practice is essential to supporting the construction of a high-quality education system in China
Theoretical Integration and Localized Practice: Implementing Creative Music Pedagogy within the National Curriculum Framework in Handan's Primary Schools Song Jieyi; Suraya Amirrudin
International Journal of Education and Humanities Vol. 6 No. 2 (2026): International Journal of Education and Humanities (IJEH)
Publisher : Ilmu Inovasi Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This research examines the implementation of creative music pedagogy within China's national curriculum framework through a qualitative investigation of four primary schools in Handan, addressing tensions between standardized educational requirements and innovative pedagogical approaches. Using interpretive phenomenological analysis, the study involved 10 music educators and 3 administrators through semi-structured interviews, participant observation, and document analysis over 6 months. The investigation reveals that teacher adaptation follows a predictable five-phase developmental pathway, requiring 12 to 18 months for sustainable integration, progressing from initial resistance to strategic coordination. Cultural embedding involves complex negotiations as educators integrate local opera traditions and folk music elements within standardized frameworks, while sophisticated coordination strategies emerge, particularly "double professional life" approaches in which teachers maintain parallel professional identities to satisfy competing institutional demands while preserving creative authenticity. These findings demonstrate that meaningful educational innovation emerges through systematic teacher adaptation rather than policy reform alone, and that coordination mechanisms offer insights for other centralized education systems facing similar tensions between standardization and creativity. The investigation contributes to the theoretical understanding of educational change dynamics while providing evidence-based guidance for implementing sustainable creative pedagogy in highly regulated environments
Co-Authors Song Jieyi Wang Xianguo