Influence actions of school principals in Hong Kong, Mainland China and the United States: a cross-cultural perspective

Pisapia, John; Pang, Nicholas Sun‐Keung

doi:10.1080/13632434.2012.723618

Cited by 8 publications

(21 citation statements)

References 34 publications

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“…In addition to these different forms of authorship, another two types of partnership took place between overseas Chinese and international scholars (Johnson et al, 2008; 473 Principal leadership in mainland China Pisapia and Pang, 2013) or between overseas Chinese and researchers with mainland origins (Chen et al, 2011;Yin et al, 2014). These partnerships were relatively rare, with only two papers representing each of these types of collaboration.…”

Section: Resultsmentioning

confidence: 99%

“…The interview participants were mainly principals (e.g., Qian and Walker, 2012a, 2012b, although a few studies also included mid-level leaders and teachers (Yin et al, 2013;Zhong and Ehrich, 2010). The dominant method used in the quantitative studies was conducting surveys, with participants including both principals (e.g., Pisapia and Lin, 2011;Pisapia and Pang, 2013) and other stakeholders such as educational officials, teachers or parents (e.g., Liu et al, 2009;Luo, 2004;Su, et al, 2000). Studies using a mixed-method approach combined questionnaire surveys with face-to-face interviews (e.g., Law, 2009Law, , 2013Militello and Berger, 2010).…”

Section: What Methods Are Used?mentioning

confidence: 99%

“…Among these studies, the discussions of cultural context referred mainly to the influence of traditional Chinese culture (e.g., Law, 2013;Walker and Qian, 2012b;Yin et al, 2013). Some studies adopted a comparative perspective and examined how Chinese and Western principals might be influenced by their different societal cultures (e.g., Johnson et al, 2008;Pisapia and Pang, 2013;Su et al, 2000Su et al, , 2003. The political and policy context referred to the various reform initiatives that have aimed to promote quality education (suzhi jiaoyu) and the tensions or dilemmas accompanying such reforms (e.g., Chu and Xiu, 2012;Walker and Qian, 2012a;.…”

Section: What Are They Writing About?mentioning

confidence: 99%

“…For example,Zhong and Ehrich's (2010) study focused on teaching/learning and sources of power, and the paper byPisapia and Pang (2013) explored the influence strategies used by principals. Walker and Qian's (2013) paper focused on how principals promoted teacher development in their schools.…”

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confidence: 99%

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Review of research on school principal leadership in mainland China, 1998-2013

Walker

Qian

2015

Journal of Educational Administration

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Access to this document was granted through an Emerald subscription provided by emerald-srm:198285 [] For AuthorsIf you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation.

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Section: Resultsmentioning

confidence: 99%

Section: What Methods Are Used?mentioning

confidence: 99%

Section: What Are They Writing About?mentioning

confidence: 99%

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Review of research on school principal leadership in mainland China, 1998-2013

Walker

Qian

2015

Journal of Educational Administration

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“…Second, we there was a somewhat surprising lack of cross-cultural comparative research (e.g. Bottery et al, 2013;Lam, 2002;Leeson et al, 2012;Pisapia and Pang, 2013;Tang and Bray, 2000). Gaining additional leverage on how "context" shapes leadership practice cannot be accomplished through studies of single societies.…”

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confidence: 99%

A systematic review of research on educational leadership in Hong Kong, 1995-2014

Szeto

Lee

Hallinger

2015

Journal of Educational Administration

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Purpose – The purpose of this paper is to provide a research synthesis of substantive findings drawn from studies of educational leadership and management in Hong Kong between 1995 and 2014. The goal of the research synthesis was to identify and elaborate on key trends identified by scholars who studied educational leadership in Hong Kong over the past two decades. The synthesis drew upon on relevant articles published in eight “core international journals” specializing in educational leadership and management. Design/methodology/approach – The study first identifies a clearly delimited body of relevant literature comprised of empirical, non-empirical and review/synthesis types of studies in a total of 161 published research articles from the eight journals. Information concerning the nature of the studies as well as substantive findings was extracted from each of the articles. The findings were then initially coded in preparation for data analysis. Synthesis of substantive findings was accomplished by cross-article comparative mapping aimed at identifying key themes in the literature. Findings within four of the most robust themes were then synthesized and reported. Findings – The synthesis highlights the challenges faced in Hong Kong’s efforts to reshape its education in a multi-faceted quest for quality education in the twenty-first century. A variety of inter-related issues emerged as policymakers and education administrators sought to implement a full plate of imported globally recognized education reforms. Analysis of the research from this period yielded four robust themes: “leadership development,” “leadership for learning,” “organizational change,” “multi-level performance focus.” The findings also further highlight the impact of “education policy borrowing” on system-level efforts to revamp the structural conditions in which school leaders operate and reshape managerial, as well as teaching and learning processes in schools. Research limitations/implications – Although the scope of the sources included in the review are highly representative of the “Hong Kong literature” of the past two decades, the authors note that it was not an “exhaustive” review of all potential sources. Originality/value – Prior research by Hallinger and Bryant (2013b) had identified Hong Kong as having produced the largest volume of literature in educational leadership and management in Asia. This paper represents the first systematic review of research findings that emerged in the recent educational leadership literature produced in Hong Kong. Therefore, although the authors make no claims of generalizability to other parts of Asia or even to China as a whole, the paper offers insight into how global trends have reshaped the practice of educational leadership in one East Asian society.

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School Religious-Cultural Attributes and School Principals’ Leadership Styles in Israel

Barth

Benoliel

2019

Religious Education

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Influence actions of school principals in Hong Kong, Mainland China and the United States: a cross-cultural perspective

Cited by 8 publications

References 34 publications

Review of research on school principal leadership in mainland China, 1998-2013

Review of research on school principal leadership in mainland China, 1998-2013

A systematic review of research on educational leadership in Hong Kong, 1995-2014

School Religious-Cultural Attributes and School Principals’ Leadership Styles in Israel

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