Mentoring teacher leaders through a networked learning community

Purpose This study examines how master teachers mentor experienced teachers into leadership roles within master teacher studios (MTSs) in China, and how these networked learning communities (NLCs) support the continuing development of teacher leadership (TL). Design/methodology/approach This is a qualitative embedded multiple-case study of four MTSs in one district of Shanghai, involving four master teachers and eight experienced teacher mentees. Data were collected through two rounds of semi-structured interviews, field observations and studio documents. Data were analyzed using time-sequenced analysis and theory-driven thematic analysis, informed by frameworks of mentoring and TL development. Findings The results revealed a five-stage developmental trajectory through which experienced teachers in MTSs from initially from “I don’t want to be a leader”, to “I may lead”, and ultimately to “I can lead well”. The findings highlight that TL can be nurtured, inspired, and transformed within NLCs, enabling experienced teachers to assume leadership responsibilities and develop leadership capabilities. Moreover, they show that mentoring and NLCs dynamically interact as two critical and mutually reinforcing mechanisms through which TL emerges, evolves, and is sustained. Originality/value This research contributes to TL development by clarifying how experienced teachers develop leadership identity and capacity within MTSs. It further contributes by demonstrating how NLCs complement school-based professional development and provide more sustainable leadership development pathways.