The purpose of this paper is to explore the role school principals play in managing the intersection of external and internal accountability systems within Chinese schools. Specifically, the paper seeks to understand principals’ perception of top-down accountability demands and the strategies they adopt to build and strengthen internal accountability while responding to external demands. The data was drawn from in-depth interviews with primary school principals across six regions. The study suggests that a complex mix of leadership practices defines school principalship in China. On the one hand, their work environment seems to be highly political and they must be conscious of their role as state employees. On the other hand, there is a strong professional expectation of school principals and they must gain legitimacy by demonstrating expert knowledge in curricula and instruction and by approaching teachers in a way that combines sincerity and benevolence. This emphasis on relationship building may help to advance theoretical understandings of leadership in the face of accountability demands. Copyright © 2019 Springer Nature B.V.
|Journal||Educational Assessment, Evaluation and Accountability|
|Publication status||Published - Nov 2019|
CitationQian, H., & Walker, A. (2019). Reconciling top-down policy intent with internal accountability: The role of Chinese school principals. Educational Assessment, Evaluation and Accountability, 31(4), 495-517. doi: 10.1007/s11092-019-09309-4
- School principalship
- Instructional leadership