Abstract: Objective To explore typical models of teachers' participation in shared governance in medical schools and inform medical schools to effectively stimulate teachers' enthusiasm for participation therein. Methods From June to August 2025, semi-structured interviews were conducted with 18 teachers from a medical school in Heilongjiang Province. The interview data were analyzed using a three-level coding process based on grounded theory, with the aid of NVivo 20 qualitative analysis software. Results Four primary types of participation by medical school teachers in shared governance have been identified: passive-responsive participation, elected-appointed participation, emotionally-driven participation, and empowered-collaborative participation. Conclusions The participation of medical school teachers in shared governance takes various forms. It is recommended that, for teachers who adopt a passive, reactive approach, their role perception should be reshaped, and mechanisms for empowerment should be established; for those appointed through election, their rights and responsibilities should be clarified, and incentives and guidance should be strengthened; for those driven by emotional factors, mechanisms linking emotional feedback with recognition of their value should be established; and for those who are empowered and collaborative, a collaborative environment characterized by resource support and open trust should be fostered. This will serve to reinforce the central role of teachers in shared governance and promote the establishment of a new framework for shared governance characterized by diverse collaboration and efficient operation.

Key words: Schools, medical, Medical teachers, Shared governance, Grounded theory