Supporting data for "Examining Teacher Leadership Development From the Perspective of Identity: A Multiple Case Study in Mainland China"

Identity has been shown to provide an inner perspective to understand the complex and dynamic process of teacher leadership development. Using identity as a lens, this study delved into how teachers develop as teacher leaders across their career lifespan. Especially, it aimed to explore the changes and mechanisms that occurred in the process of teacher leadership development by examining their leadership experiences. A multiple case study was conducted with eight teachers at different career stages in two primary schools in mainland China. Data were collected through narrative-style semi-structured interviews, storylines, non-participant observations and documents.