Leadership and Culture in Chinese Education

Bush, Tony; Qiang, Haiyan

doi:10.1080/02188791.2000.10600183

Cited by 107 publications

(91 citation statements)

References 18 publications

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“…Some have specifically looked at educational leadership in the mainland of China in recent years (Bush & Qiang, 2000;Feng, 2002;Ribbins & Zhang, 2004. A number of scholars (e.g., Chen, 1995;Seagrave, 1995;Wong, 2001a) suggest that there are certain historical-social influences on the development of leadership practice in China, such as Taoism, Confucianism and the strategic thinking of Sunzi.…”

Section: Literature Reviewmentioning

confidence: 98%

Critical perspectives on changes in educational leadership practice

Wang

2011

Front. Educ. China

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This paper examines a group of Chinese educational leaders' leadership practice changes after undertaking a leadership development course offered by an Australian university in China. It presents their self-reported changes in leadership practice profiles and features selected vignettes. The study was primarily qualitative and interpretative, based on the interview responses of 20 participants. The findings showed that exposure to different perspectives appeared to expand participants' views and equip them with a wider range of leadership strategies. Despite some observable differences in practices reported by participants from the three sectors (school, educational system, and university), there seemed to be more similarities than variance. The respondents were cautious about radical changes in leadership practice, reiterating that local contexts and cultures must be considered when accommodating Western educational ideas. The study suggests that participants' self-reported changes in leadership practices resulted from mediation of contextual and cultural conditions rather than the direct transfer of Western ideas and practices into the Chinese context.

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Section: Literature Reviewmentioning

confidence: 98%

Critical perspectives on changes in educational leadership practice

Wang

2011

Front. Educ. China

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“…These dual authorities normally come together through a school management committee in which the different entities assemble weekly to review performance. This feature requires that school principals regularly consult with local government and party officials as well as teachers, developing a close relationship between political and educational aspects of school management (Bush & Qiang, 2002;Lewin, Little, Xu, & Zheng, 1994;Tang & Wu, 2000). However, principals are still responsible for making sure that the specified educational objectives are reached no matter what level of authority is granted to the position.…”

Section: The Educational Contextmentioning

confidence: 99%

“…It indicates that local governments and schools will be encouraged to innovate and test new management methods, and expand the scope of school autonomy. Aims, policy, and curricula are primarily formed at both the national and local levels of government (Bush, Coleman, & Xiaohong, 1998;Bush & Qiang, 2002).…”

Section: The Educational Contextmentioning

confidence: 99%

Values and actions: An exploratory study of school principals in the mainland of China

Pisapia

Ying

2011

Front. Educ. China

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This paper explores the relationship between leader values and actions in the Chinese context. The Chinese Value Instrument (CVI) and the Strategic Leadership Questionnaire (SLQ) were used as the primary data collection tools. The CVI was used to measure the presence of ten values: (1) social harmony, (2) benevolence and honesty, (3) initiative and innovation (challenge and creativity), (4) achievement and power, (5) zhongyong (practicality and modesty), (6) stability, (7) familial loyalty, (8) happiness, (9) renqing (sympathy) and guanxi (personal relationships), and (10) freedom and equity. The findings indicate that achievement and initiative were at the low end of the value continuum. Familial loyalty, social harmony, and benevolence were at the high end of the value continuum. The SLQ measured the managing, transforming, bonding, bridging, and bartering actions leaders use to mobilize and gain support from followers. The findings indicate that the Chinese school principal management prototype is formed around transforming and bonding actions. This prototype changes depending on role assignment and school type. A connection between leader values and actions was established with regard to the values of achievement and power, benevolence and honesty, and stability.

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“…In leadership discourse, Bush and Qiang (2000) use concepts of power distance, uncertainty avoidance and long-term orientations for educational leadership in Chinese societies. While Hallinger and Leithwood (1996) highlighted the traits of dedication, discipline, strong will and persistence as higher priorities for moral codes of behavior in China, Walker and Dimmock (2000) emphasized collectivism, authority and patriarchy.…”

Section: Issues Of Educational Leadership In Chinamentioning

confidence: 99%