Guidelines for leadership development for art teachers in Guangzhou Middle Schools under Guangdong Province

Abstract

This study aimed to develop guidelines for leadership development of art teachers in Guangzhou middle schools, Guangdong Province, China. A mixed-method approach, integrating both quantitative and qualitative methods, was employed. Key informants included 20 administrators selected through purposive sampling, while a focus group of 5 experts provided additional insights. Data collection involved in-depth interviews, and the findings were analyzed using content analysis and frequency analysis. Results indicated that while art teachers in Guangzhou middle schools demonstrated strong capabilities and positive outcomes, several challenges remained. These included fragmented teaching objectives, such as prioritizing ideas over design, a disconnect between theory and practice, and insufficient integration of educational goals. Additionally, the shift from skill-based to accomplishment-based teaching posed further obstacles. Based on these findings, this study proposed targeted recommendations to address core issues and enhance the leadership development of art teachers.