Exercising Instructional Leadership with Organisational Management: A Qualitative and Comparative Study of Chinese Principalship

Autor/inn/en	Cravens, Xiu Chen; Zhao, Qian
Titel	Exercising Instructional Leadership with Organisational Management: A Qualitative and Comparative Study of Chinese Principalship
Quelle	In: Compare: A Journal of Comparative and International Education, 53 (2023) 7, S.1225-1243 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cravens, Xiu Chen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
DOI	10.1080/03057925.2021.2022455
Schlagwörter	Foreign Countries; Principals; Instructional Leadership; School Administration; Administrator Attitudes; Student Centered Learning; Leadership Styles; Faculty Development; Teaching Methods; Curriculum Development; Teacher Leadership; Cross Cultural Studies; Comparative Education; Cultural Context; Political Influences; Social Influences; China + Suchen Sie Ihr Suchwort? Ausland; Principal; Schulleiter; Instruction; Leadership; Bildung; Erziehung; Führung; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Führungsstil; Teaching method; Lehrmethode; Unterrichtsmethode; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Lehrerfunktionsstelle; Cultural comparison; Kulturvergleich; Vergleichende Erziehungswissenschaft; Political influence; Politischer Einfluss; Sozialer Einfluss
Abstract	This paper seeks a deeper understanding of how principals strive for instructional leadership with organisational management strategies in China today. Drawing from 116 interviews of district supervisors and school principals from two regions, we first conduct qualitative analysis to map the dimensions and sub-dimensions of Chinese principal practices inductively, then compare them with extant conceptual frameworks designed to capture instructional leadership, learner-centred leadership, and organisational management. We find that the Chinese principal leadership conception and the Western frameworks converge on important aspects that cover curriculum, instruction, teacher professional development, and school climate. We also find that to reach instructional leadership effectiveness, Chinese school leaders use a distinctive set of management tactics that prioritise building tiered organisational structures, developing teacher leadership, responding to top-down mandates, and leveraging external networks. Our study contributes to the cross-cultural research of school leadership under different and dynamic social, political, and cultural conditions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01