Abstract
This multi-methods research project studies the main leadership practices from the perspectives of teachers in the recent process of curriculum reform in a Chinese city. Key words relevant to transformational school leadership practices were identified from teachers’ survey answers using content analysis for formulating the Chinese transformational school leadership questionnaire, based on the answers from 273 teachers in 4 urban upper secondary schools. Additionally, the Chinese transformational school leadership questionnaire was formulated using principal component analysis according to the answers of 215 teachers in 6 urban upper secondary schools. This research identified 29 effective leadership practices in the Chinese urban upper secondary school change context, among which 12 leadership practices can work effectively across eastern and western culture and 17 are unique to the Chinese context. This study represents an original attempt to understand how Chinese teachers perceive transformational school leadership. The research seeks to contribute to leadership development and school change practices in the Chinese school context. Copyright © 2013 International Studies in Educational Administration (Commonwealth Council for Educational Administration & Management (CCEAM)).
| Original language | English |
|---|---|
| Pages (from-to) | 73-94 |
| Journal | International Studies in Educational Administration |
| Volume | 41 |
| Issue number | 3 |
| Publication status | Published - Dec 2013 |