Examining the Characteristics of Excellent Teaching and Learning Deputy Heads in Chinese Secondary Schools

This study examines the nature of the role of teaching and learning deputy heads (T&LDHs) and the range of characteristics among excellent and typical T&LDHs in Chinese secondary schools. A qualitative dominant mixed methods approach was employed to generate research findings. Drawing on different theoretical perspectives and a substantial database of documentary analysis of 18 T&LDHs’ job responsibilities, critical incident interviews with 24 T&LDHs, and questionnaires among eight T&LDHs, eight headteachers and 424 teachers in eight schools, the study reveals three leadership configurations in Chinese secondary schools: ‘standard’, ‘integrated’ and ‘umbrella’. It shows that the position of T&LDHs is imperative for learning-centred leadership in schools, and their job responsibilities include six dimensions and 16 job functions. The T&LDHs in the ‘typical’ group possessed nine characteristics, while 12 characteristics were prevalent among those in the ‘excellent’ group, involving behaviour, attitudes, knowledge, skills and competencies. This study also suggests that different T&LDHs possess different characteristics. The T&LDHs in the excellent group possessed more skills and competencies than those in the typical group, and these skills and competencies are reflected much more consistently and intensively in the excellent performers’ professional practice; however, not all T&LDHs in the excellent group performed better than those in the typical group in all situations. Effective leadership is found to result from skilfully wielding a range of skills and competencies in a combined way, and lack of one or more necessary skills and competencies in a particular situation is found to result in leadership ineffectiveness. The research findings have relevance to T&LDHs’ recruitment and selection, their appraisal and accreditation of their performance, and their training and professional development.