A contextualized instructional leadership model in China: Perceptions of 22 principals in Shenzhen and Guangzhou

Research output: Contribution to conferencePaper

Abstract

The aim of this study is to explore how Chinese principals perceive and enact instructional leadership in the current curriculum reform context. Launched in 2001, the latest national curriculum reforms hold school principals accountable for enhanced student learning. Instructional leadership on the part of principals has become critical to the success of a school. The increasingly complex reform context calls for more indigenous investigations into the instructional leadership practices of Chinese principals. Accordingly, the research reported here constituted an in-depth qualitative study conducted amongst 22 primary school principals in Shenzhen and Guangzhou. The main study outcome is a non-Western model of instructional leadership that enriches the international knowledge base on school leadership.
Original languageEnglish
Publication statusPublished - Apr 2016

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leadership
China
reform
principal
curriculum
school
primary school
learning
student

Citation

Li, X. J., Walker, A. D., & Qian, H. (2016, April). A contextualized instructional leadership model in China: Perceptions of 22 principals in Shenzhen and Guangzhou. Paper presented at the 2016 AERA Annual Meeting: Public scholarship to educate diverse democracies, The Walter E. Washington Convention Centre, Washington, DC.