This article reviews the literature on Chinese principalship written in English and Chinese between 1998 and 2008. The ﬁrst sections discuss the rationale for the research, the review process, and the state of education research in mainland China. The review ﬁndings are presented as a set of core patterns and contributory subpatterns, which ﬂow from either the empirical or non-empirical literature. Two core patterns are identiﬁed from the non-empirical pieces – prescriptions and commentaries. Prescriptions focus on telling principals what they need to do to be successful, especially in the present reform environment. Commentaries focus on the key concerns and problems confronting principals. Three core patterns can be discerned from the empirical pieces – imported frameworks, indigenous investigations, and contextual inﬂuences. The ﬁnal section oﬀers a number of conclusions that look within and across the core patterns and pose questions to guide further research. Copyright © 2012 Taylor & Francis Group, an informa business.
|Journal||School Eﬀectiveness and School Improvement|
|Publication status||Published - Dec 2012|
CitationWalker, A., Hu, R., & Qian, H. (2012). Principal leadership in China: An initial review. School Eﬀectiveness and School Improvement, 23(4), 369-399.
- Principal leadership
- Literature review
- Leadership studies in China
- International comparative leadership studies