Professional learning community and school-based management in Chinese universities

This study uses a mixed methods approach, combining qualitative and quantitative analyses.In the qualitative analysis stage, participants will be interviewed about their perceptions and experiences of leadership communities and school-based management.In the quantitative analysis phase, we will collect data from a large number of participants' participation through questionnaires and conduct statistical analysis using SPSS 17.0 to determine the significant relationship between leadership community and school-based management.A random sample of 300 teachers from Chinese universities and colleges will be distributed 300 questionnaires to help this study explore the important relationship between leadership communities and school-based management.The purpose of this study to analyze the relationship between professional learning communities and school-based management in Chinese universities.Specifically, the study will Describe the respondent's sex, age, educational attainment and length of service; Identify professional learning communities in terms of community design factors, expert (mentor) factors, teacher learner self-factors, knowledge resource factors, teacher community factors, activity factors; Assess from planning and implementation, cooperation and evaluation to school-based management; Test for differences in response when grouped according to individuals; Test the important relationship between professional learning communities and school-based management;propose a plan for optimizing the effectiveness of Chinese universities.Most of the respondents were Female, aged between 30-39 years, Educational Attainment was bachelor's degree, Length of service was 4-6 years and 1-2 years.Most respondents identified the " Expert (mentor) Factor" and " Knowledge Resources Factors" as the most important factors in the Professional Learning Community." are the most important Most respondents felt that Collaboration and Evaluation in School-based Management had the greatest impact.Significant differences were found in the teacher learner self-factor when grouped according to gender, education and years of service, and in the knowledge resource factor when grouped according to years of service.Professional learning communities and school-based management are closely related.propose a plan for optimizing the effectiveness of Chinese universities.