Leaders Who Build and Sustain Passion for Learning: Capacity Building in Practice

Gu, Qing

doi:10.1007/978-94-007-1350-5_54

Cited by 9 publications

(19 citation statements)

References 7 publications

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“…For example, Bush and Qiang (2000) argued that four kinds of culture have shaped the work lives of Chinese schools principals: the traditional, socialist, enterprise and patriarchal cultures. Over the years, these different forms of culture have interacted with and influenced the ways that educational policies are reframed, renegotiated or re-interpreted by principals (e.g., Gu, 2011;Zhang, 2004, 2012;Law, 2012Law, , 2013.…”

Section: What Are the Main Findings About School Principalship In China?mentioning

confidence: 98%

“…For example, despite the recent personnel reform and the promotion of professional rankings for principals, it is still the state (in the form of local governments) that selects and promotes principals (e.g., Qian and Walker, 2011b). The local governments remain the major assessors of principals' work, and the government officials still tend to use examination results as their major evaluation criteria (e.g., Gu, 2011;Yin et al, 2013). This situation endures as a major source of the tensions faced by principals.…”

Section: Major Findings: Continuitymentioning

confidence: 99%

“…The other dimension of geographic context related to the rural-urban distinction (e.g., Luo, 2004;Zhang, 2003, 2005). The organisational context concerned schools that had different status (e.g., key or ordinary schools) or different forms of 'ownership' (e.g., private, public or international schools) (e.g., Bunnell, 2008;Gu, 2011;Wong, 2005Wong, , 2006. The personal context included factors of gender (e.g., Coleman, et al, 1998), career stages (e.g., Ribbins and Zhang, 2005), values (e.g., Pisapia and Lin, 2011) and personal beliefs (e.g., Su et al, 2003).…”

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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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: What Are the Main Findings About School Principalship In China?mentioning

confidence: 98%

Section: Major Findings: Continuitymentioning

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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“…This model of Chinese instructional leadership shares some features with leadership frameworks developed in the western context (Bossert et al, 1982;Hallinger, 1985Hallinger, , 2005Gu, 2011;Leithwood et al, 1990). Both Chinese and western principals emphasize direction setting, managing curricula and instruction, developing teachers and fostering positive relationships both within schools and between schools and external stakeholders.…”

Section: The Modelmentioning

confidence: 97%

“…With a few exceptions (e.g. Gu, 2011;Qian and Walker, 2011a), there are insufficient empirical studies of principals' instructional leadership in non-western cultural and social contexts.…”

mentioning

confidence: 99%

The west wind vs the east wind: instructional leadership model in China

Qian

Walker

2017

JEA

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Purpose The purpose of this paper is to develop a preliminary model of instructional leadership in the Chinese educational context and explore the ways in which Chinese school principals locate their instructional-leadership practices in response to traditional expectations and the requirements of recent reforms. Design/methodology/approach In-depth interviews were conducted with 22 selected primary school principals in Shenzhen and Guangzhou. A qualitative analysis was conducted to categorize the major leadership practices enacted by these principals. Findings An initial model of instructional leadership in China with six major dimensions is constructed. The paper also illustrates and elaborates on three dimensions with the greatest context-specific meanings for Chinese principals. Originality/value The paper explores the ways in which Chinese principals enact their instructional leadership in a context in which “the west wind meets the east wind”; that is, when they are required to accommodate both imported reform initiatives and traditional expectations. The paper contributes to the sparse existing research on principals’ instructional leadership in non-western cultural and social contexts.

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