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

Abstract

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.

Principal Instructional Leadership, Teacher Self-Efficacy, and Teacher Professional Learning in China: Testing a Mediated-Effects Model

“…In China, studies find that principals work an average of 50 hours per week (Zhang, 2012; Zhou, 2017). Within this work time, “instructional leadership” has only recently begun to be incorporated formally into their role set (Qian, Walker, & Li, 2017; Walker & Qian, 2015). Indeed, researchers have documented that Chinese principals tend to devote a significant portion of their time to meetings and activities outside of the school (Zhang, 2012; Zhou, 2017).…”

“…Indeed, researchers have documented that Chinese principals tend to devote a significant portion of their time to meetings and activities outside of the school (Zhang, 2012; Zhou, 2017). This reflects an emphasis on symbolic activities in which Chinese principals both act as figureheads and develop relationships of potential benefit to themselves and their schools (Walker & Qian, 2015; Zhang, 2012; Zhou, 2017).…”

Methodological review of studies on educational leaders and emotions (1992-2012)

“…and (d) How do trends in the production of knowledge in EA affect the development of a field of research of emotions and educational leaders, and its methodological lacunae?. Methodological insights into a specific quantitative measure (e.g., Hallinger, 2011), construct (e.g., Leithwood and Jantzi, 2005), or national context (e.g., Eyal and Rom, 2015;Walker and Qian, 2015) may be primarily functional because the scope was too narrow or too board; we argue, however, that methodological trends in a given research field can offer interesting functional and critical insights into knowledge production in the EA community.…”

Principal’s Preparation and Professional Development Programs: Case Study in Henan Province, China

“…Therefore, the preparation of school principals and the professional development of school leaders is both a significant challenge and of great importance. The leadership preparation and professional development in China has been the given an increased attention due to the significance of the role of school principals in the educational and social reform in the pursuit of quality education (Walker & Qian, 2015). Educational leadership is claimed to be one of the significant factors in establishing a consistent school achievement and also teaching quality.…”

“…These training programmes were administered to educational leaders under a top-down, centrally administered mandate (Tang et al, 2014). The first systematic and complete guide of 'Strengthening the Training for Principals of Primary and Secondary Schools Nationwide' was published by the State Education Commission to regulate the professional principal development to primary and secondary schools (Chen, 2011;Walker & Qian, 2015).…”