Leadership preparation in China: participants perspectives

Xue, Shuang; Bush, Tony

doi:10.1080/13603124.2021.1893389

Cited by 4 publications

(10 citation statements)

References 65 publications

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“…With increased knowledge and experience in leadership development and to address the challenges faced within schools, principal training in China changed in recent years. Traditional principal training in China was government-initiated, university-based and curriculum-oriented (Walker et al, 2012;Xue et al, 2020). In 2013 and 2017, the central government further strengthened the quality of principal training by shifting away from the traditional curriculum-based training programmes to encouraging context-based learning and self-initiative learning to fulfil individual developmental demands for leadership practices appropriate to the needs in their schools (MoE, 2013(MoE, , 2017.…”

Section: Principalship Development In Chinamentioning

confidence: 99%

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Shadowing as a method of principal development: A qualitative cross-case study in China

Xue

Zheng

Mooi

et al. 2022

Educational Management Administration & Leadership

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The purpose of this paper is to explore how shadowing has been applied as a method for principal development in China, in terms of its aims, the procedure and the transfer of learning. Four shadowing programmes countrywide were selected. The information on the experience of the participants, providers and mentors from high-performing site schools was obtained using semi-structured interviews. A total of 16 programme participants, 4 providers and 4 mentors from high-performing site schools were involved. This study presents a comprehensive picture of the use of shadowing as a method for principal development in China by exploring individuals who were directly involved in the shadowing programmes, and by bridging leadership learning to leadership practice stressing on transfer of learning upon completion of the programmes. The research found that learning by shadowing transferred into some positive changes in participants, at both cognitive and practical levels, when they shadow in high-performing schools. However, orientations for learning and relationships during learning were weakly established in most of the programmes, which could hardly support participants to internalise and contextualise their learning into practice for strategic or systematic changes.

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Section: Principalship Development In Chinamentioning

confidence: 99%

“…A typical shadowing programme in China usually lasts from 5 to 14 days. As a collective learning programme, the number of participants in each shadowing programme usually ranges from 5 to 12, and most of the training is on a one-off basis (Xue and Bush, 2021).…”

Section: Shadowing Learning For Leadership Development In Chinamentioning

confidence: 99%

Shadowing as a method of principal development: A qualitative cross-case study in China

Xue

Zheng

Mooi

et al. 2022

Educational Management Administration & Leadership

Self Cite

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“…The criteria used to appoint principals vary across jurisdictions but typically include teaching experience, instructional leadership knowledge and skills and notions of contextual 'fit'. However, such educational considerations may be trumped in some settings by political or administrative imperatives (Xue and Bush, 2021).Principal selection also requires succession planning to ensure, where possible, that there are sufficient well-qualified candidates to at least match the number of anticipated vacancies, to avoid leaving schools without principals. Succession planning may involve 'talent identification', specialist preparation, and some understanding of contexts where shortages can be expected.…”

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Succession planning for school principals: System control or leader agency?

Bush¹

2022

Educational Management Administration & Leadership

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“…Normatively, this often includes an emphasis on instructional leadership, which may or may not be assessed through formal leadership preparation programmes. In some contexts, including China (Xue and Bush, forthcoming), political considerations and ‘acceptability’ are more significant than professional credibility. Michael Romanowski and his colleagues examine this issue in Qatar’s government schools.…”

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Autonomy and social justice in challenging times

Bush¹

2020

Educational Management Administration & Leadership

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I am writing this editorial during the COVID-19 'lockdown', which is having a profound impact on all our personal and professional lives, across the globe. I hope that you are safe and well, and managing to stay engaged and productive, as educational leaders, students, scholars and researchers. We are all learning to operate in new ways, without the stimulus and support engendered by regular face-to-face contact. EMAL activity is continuing as normal, using our virtual platform. Submissions are at an all-time high, indicating that the EMAL family remains fully engaged in knowledge production.The first article in this issue, by Jessica Holloway and Amanda Keddie, examines the impact of school autonomy on social justice in Australia. The authors indicate that autonomous schooling attracts a great deal of political interest worldwide but add that social justice is compromised and fractured by decentralisation. They interviewed 13 principals across 3 Australian states, with a specific focus on the links between social justice and autonomy. They report that principals enact autonomy in socially just ways but note that this is more difficult for those serving economically disadvantaged contexts. They conclude that social justice requires social cohesion, adding that this 'is difficult, if not impossible, to maintain in a decentralised system'.Julia Morris and her colleagues also focus on Australia, in their study of staff culture in a secondary school. The authors define school culture to mean the collective values and beliefs of school staff. They conducted a survey of staff on organisational health, and also collected data via focus groups, in a metropolitan secondary school. The data indicated eight factors that contributed to staff morale. Four of these were given specific attention by the school leadership team: appraisal and recognition, participative decision-making, professional growth and supportive leadership. The authors conclude that there was an overall improvement in morale, linked to professional learning and a shared vision.Haim Shaked and Pascale Sarah Benoliel examine the relationship between two important themes: instructional leadership and boundary management. They contend that the existing literature on instructional leadership 'often stops at the school boundary' and focuses mainly on internal processes. They adopted purposive sampling to identify 37 participant principals in Israel. The authors argue that instructional leadership is not wholly internal, that boundary management is not solely external and that these two constructs are not mutually exclusive. They conclude that an instructional boundary manager should be a 'mediating agent', linking internal and external stakeholders.Andre du Plessis and Jan Heystek explore the extent and nature of distributed leadership in South African schools. They question whether it is possible for shared or distributed leadership to co-exist with the country's traditional bureaucratic system. The authors conducted discourse analysis of laws and policy docume...

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Leadership preparation in China: participants perspectives

Cited by 4 publications

References 65 publications

Shadowing as a method of principal development: A qualitative cross-case study in China

Shadowing as a method of principal development: A qualitative cross-case study in China

Succession planning for school principals: System control or leader agency?

Autonomy and social justice in challenging times

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