A Review of Recent Research Regarding the Practices of Teaching Research Group Leaders in Chinese Secondary Schools and Their Alignment with Global Contexts

This systematic review examines the instruction-oriented middle leadership role of Teaching Research Group (TRG) leaders within Chinese secondary schools. Drawing from both Chinese and international contexts, the study investigates the impact of TRG leadership practices on teachers’ professional development, instructional practices, and professional resilience. In the Chinese context, Confucian cultural values, particularly the emphasis on harmony and collectivism, underpin the TRG structure and shape leadership dynamics. The findings reveal that TRG leadership in China aligns with the Western middle leadership theory in areas such as fostering collaboration and supporting professional development. However, unique cultural factors, including high-stakes examinations and Confucian principles, result in distinctive challenges and opportunities in the Chinese secondary school context. The review highlights the need for further research to understand how TRG leaders navigate instructional and cultural complexities in their unique educational settings. These insights offer valuable implications for international scholars and practitioners interested in the role of middle leaders in enhancing teaching and learning.