Educational leadership on the Chinese mainland: A case study of two secondary schools in Beijing
In recent years, the main concern of the Chinese Ministry of Education has been the quality of education. Principals are expected to play a key role in guiding the developmental direction of their schools, in guaranteeing the implementation of curriculum reform and in facilitating school-based teac...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
UCL Press
2017-06-01
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| Series: | London Review of Education |
| Online Access: | https://uclpress.scienceopen.com/hosted-document?doi=10.18546/LRE.15.2.13 |
| _version_ | 1797896634552549376 |
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| author | Manhong Lai Lijia Wang Wei Shen |
| author_facet | Manhong Lai Lijia Wang Wei Shen |
| author_sort | Manhong Lai |
| collection | DOAJ |
| description | In recent years, the main concern of the Chinese Ministry of Education has been the quality of education. Principals are expected to play a key role in guiding the developmental direction of their schools, in guaranteeing the implementation of curriculum reform and in facilitating school-based
teacher development. The aim of the study referred to in this article was to investigate the characteristics of principals' educational leadership through a case study of two secondary schools in Beijing. The study employed a qualitative research method to investigate educational leadership
in two secondary schools in Beijing. The observations of our study indicate a strong tendency for principals to implement the traditional top-down instructional type of leadership promoted by the District Education Bureau. At one of our sample schools, the principal employed a paternalistic
leadership style, and teachers at both schools emphasized the paternalistic role of the principal, including in engaging in various aspects of their personal lives. At our second sample school, the principal was attempting to delegate certain levels of authority and responsibility to ordinary
teachers. However, we found that her efforts were being hindered by middle managers. |
| first_indexed | 2024-04-10T07:44:54Z |
| format | Article |
| id | doaj.art-d8f9140ffa704538b61fb08c376cedba |
| institution | Directory Open Access Journal |
| issn | 1474-8460 1474-8479 |
| language | English |
| last_indexed | 2024-04-10T07:44:54Z |
| publishDate | 2017-06-01 |
| publisher | UCL Press |
| record_format | Article |
| series | London Review of Education |
| spelling | doaj.art-d8f9140ffa704538b61fb08c376cedba2023-02-23T10:57:21ZengUCL PressLondon Review of Education1474-84601474-84792017-06-011531732810.18546/LRE.15.2.13Educational leadership on the Chinese mainland: A case study of two secondary schools in BeijingManhong LaiLijia WangWei ShenIn recent years, the main concern of the Chinese Ministry of Education has been the quality of education. Principals are expected to play a key role in guiding the developmental direction of their schools, in guaranteeing the implementation of curriculum reform and in facilitating school-based teacher development. The aim of the study referred to in this article was to investigate the characteristics of principals' educational leadership through a case study of two secondary schools in Beijing. The study employed a qualitative research method to investigate educational leadership in two secondary schools in Beijing. The observations of our study indicate a strong tendency for principals to implement the traditional top-down instructional type of leadership promoted by the District Education Bureau. At one of our sample schools, the principal employed a paternalistic leadership style, and teachers at both schools emphasized the paternalistic role of the principal, including in engaging in various aspects of their personal lives. At our second sample school, the principal was attempting to delegate certain levels of authority and responsibility to ordinary teachers. However, we found that her efforts were being hindered by middle managers.https://uclpress.scienceopen.com/hosted-document?doi=10.18546/LRE.15.2.13 |
| spellingShingle | Manhong Lai Lijia Wang Wei Shen Educational leadership on the Chinese mainland: A case study of two secondary schools in Beijing London Review of Education |
| title | Educational leadership on the Chinese mainland: A case study of two secondary schools in Beijing |
| title_full | Educational leadership on the Chinese mainland: A case study of two secondary schools in Beijing |
| title_fullStr | Educational leadership on the Chinese mainland: A case study of two secondary schools in Beijing |
| title_full_unstemmed | Educational leadership on the Chinese mainland: A case study of two secondary schools in Beijing |
| title_short | Educational leadership on the Chinese mainland: A case study of two secondary schools in Beijing |
| title_sort | educational leadership on the chinese mainland a case study of two secondary schools in beijing |
| url | https://uclpress.scienceopen.com/hosted-document?doi=10.18546/LRE.15.2.13 |
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