Qing Gu

Bio: Qing Gu is an academic researcher from University of Nottingham. The author has contributed to research in topics: Educational leadership & Higher education. The author has an hindex of 30, co-authored 67 publications receiving 5196 citations. Previous affiliations of Qing Gu include Institute of Education & University College London.

The Impact of Leadership on Student Outcomes: How Successful School Leaders Use Transformational and Instructional Strategies to Make a Difference

Abstract: Purpose: This article illustrates how successful leaders combine the too often dichotomized practices of transformational and instructional leadership in different ways across different phases of their schools’ development in order to progressively shape and “layer” the improvement culture in improving students’ outcomes. Research Methods: Empirical data were drawn from a 3-year mixed-methods national study (“Impact Study”) that investigated associations between the work of principals in effective and improving primary and secondary schools in England and student outcomes as defined (but not confined) by their national examination and assessment results over 3 years. The research began with a critical survey of the extant literature, followed by a national survey that explored principals’ and key staff’s perceptions of school improvement strategies and actions that they believed had helped foster better student attainment. This was complemented by multiperspective in-depth case studies of a subsample of 20 schools. Findings: The research provides new empirical evidence of how successful principals directly and indirectly achieve and sustain improvement over time through combining both transformational and instructional leadership strategies. The findings show that schools’ abilities to improve and sustain effectiveness over the long term are not primarily the result of the principals’ leadership style but of their understanding and diagnosis of the school’s needs and their application of clearly articulated, organizationally shared educational values through multiple combinations and accumulations of time and context-sensitive strategies that are “layered” and progressively embedded in the school’s work, culture, and achievements. Implications: Mixed-methods research designs are likely to provide finer grained, more nuanced evidence-based understandings of the leadership roles and behaviors of principals who achieve and sustain educational outcomes in schools than single lens quantitative analyses, meta-analyses, or purely qualitative approaches. The findings themselves provide support for more differentiated, context sensitive training and development for aspiring and serving principals.

Variations in the Conditions for Teachers' Professional Learning and Development: Sustaining Commitment and Effectiveness over a Career.

Abstract: This paper draws upon data from a longitudinal, multi‐site, mixed methods project which found that commitment and resilience are fundamental to teachers' effectiveness, and that variations in professional, personal and workplace conditions in different professional life phases affect these. It found also that teachers do not necessarily learn through experience; that expertise is not acquired in an even, incremental way; and that teachers are at greater risk of being less effective in later phases of their professional lives. The paper develops these findings. Moreover, it argues that the contexts for teachers' professional learning and development are, by definition, different from those who do not work in human service organisations, since teachers are essentially engaged in work which has fundamental moral and ethical as well as instrumental purposes. Their capacity to exercise these effectively relates to their ability to manage positive and negative ‘scenarios’ in different professional life phases. ...

Teachers Matter: Connecting Work, Lives And Effectiveness

Abstract: "Teachers Matter" offers the most definitive portrait of teachers' lives and work to date. At a time when teaching standards are high on the political and social agenda, the quality and commitment of teaching staff is seen as paramount and they are viewed as pivotal to the economic and social well being of society. But: What are the influences that help or hinder teachers' commitment? Is there an association between commitment and pupil attainment? Why are teachers' identities important? What are teachers' needs and concerns in different professional life phases? Does school context count? Based on a DfES funded study of 300 teachers in 100 primary and secondary schools in England, the authors identify different patterns of influence and effect between groups of teachers, which provide powerful evidence of the complexities of teachers' work, lives, identity and commitment, in relation to their sense of agency, well-being, resilience and pupil attitudes and attainment. This, in turn, provides a clear message for teachers, teachers' associations, school leaders and policy makers, in understanding and supporting the need to build and sustain school and classroom effectiveness. The book addresses issues such as the importance of career development, the relationships between school leadership, culture and teachers' lives, maintaining a work-life balance, identity and well-being and the connection between commitment, resilience and effectiveness in the classroom. Original and highly relevant, "Teachers Matter" is invaluable reading for teachers, head teachers, researchers and teacher educators.

Learning and growing in a ‘foreign’ context: intercultural experiences of international students

Abstract: This paper discusses the background and key findings of a two‐year Economic and Social Research Council (ESRC) funded mixed‐method research project (2006–2008) which was designed, within the context of university internationalisation, to provide an investigation of the experiences of first‐year international students during their undergraduate study at four UK higher education institutions. The research explored the complexities of international students' transitional experiences both in terms of their maturation and human development and their intercultural adaptation within a different educational environment and a different culture and society. These two types of transition interactively influenced the nature and process of students' change and development over time. Findings of the research challenge the psychological model of international students' linear intercultural adaptation and point to the presence of a complex set of shifting associations between language mastery, social interaction, persona...

Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures

Abstract: The author suggests that we apply recent research knowledge to improve our conceptualization, measures, and methodology for studying the effects of teachers’ professional development on teachers and students. She makes the case that there is a research consensus to support the use of a set of core features and a common conceptual framework in professional development impact studies. She urges us to move away from automatic biases either for or against observation, interviews, or surveys in such studies. She argues that the use of a common conceptual framework would elevate the quality of professional development studies and subsequently the general understanding of how best to shape and implement teacher learning opportunities for the maximum benefit of both teachers and students.

The Prosocial Classroom: Teacher Social and Emotional Competence in Relation to Student and Classroom Outcomes:

Abstract: The authors propose a model of the prosocial classroom that highlights the importance of teachers’ social and emotional competence (SEC) and wellbeing in the development and maintenance of supportive teacher–student relationships, effective classroom management, and successful social and emotional learning program implementation. This model proposes that these factors contribute to creating a classroom climate that is more conducive to learning and that promotes positive developmental outcomes among students. Furthermore, this article reviews current research suggesting a relationship between SEC and teacher burnout and reviews intervention efforts to support teachers’ SEC through stress reduction and mindfulness programs. Finally, the authors propose a research agenda to address the potential efficacy of intervention strategies designed to promote teacher SEC and improved learning outcomes for students.

Seven strong claims about successful school leadership

Abstract: This article provides an overview of the literature concerning successful school leadership. It draws on the international literature and is derived from a more extensive review of the literature completed in the early stage of the authors’ project. The prime purpose of this review is to summarise the main findings from the wealth of empirical studies undertaken in the leadership field.

Professional Learning Communities: A Review of the Literature

Abstract: International evidence suggests that educational reform’s progress depends on teachers’ individual and collective capacity and its link with schoolwide capacity for promoting pupils’ learning. Building capacity is therefore critical. Capacity is a complex blend of motivation, skill, positive learning, organisational conditions and culture, and infrastructure of support. Put together, it gives individuals, groups, whole school communities and school systems the power to get involved in and sustain learning over time. Developing professional learning communities appears to hold considerable promise for capacity building for sustainable improvement. As such, it has become a ‘hot topic’ in many countries.