ABSTRACT
This chapter investigates how school leaders construct a positive teacher learning culture and how such a culture impacts the work of teachers. It focuses on how leaders create conditions that motivate teacher communities to learn, the strategies they use to nurture these conditions and how they affect teachers' work. The chapter provides a case study of a single primary school in Shanghai. It connects leadership practice to supportive organisational conditions and effective teacher learning. The chapter presents a new recipe for school leadership that is conducive to learning conditions. Although a number of measures have been proposed to create a positive learning culture among teachers, they are not well understood in terms of the operational and structural realities of schools. The chapter provides empirical evidence of what a learning-oriented culture looks like and how and why teachers learn within it. It looks inside a successful Shanghai school and illuminates why it is successful within the Chinese educational context.
