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

Journal of Educational Administration

Volumn 55, Issue 2, 2017, Pages 186-206

  Qian, Haiyan ^a   Walker, Allan ^a   Li, Xiaojun ^b  

^a THE EDUCATION UNIVERSITY OF HONG KONG   (Hong Kong)

^b GUANGDONG UNIVERSITY OF EDUCATION   (China)

Author keywords

China; Instructional leadership; Primary school principals

Indexed keywords

EID: 85015908051     PISSN: 09578234     EISSN: None     Source Type: Journal    
DOI: 10.1108/JEA-08-2016-0083     Document Type: Article

References (74)

1. Aaker, J.L. and Williams, P. (1998), “Empathy versus pride: the influence of emotional appeals across cultures”, Journal of Consumer Research, Vol. 25 No. 3, pp. 241-261.
2. Barber, M. (2012), “Lessons on education from Singapore”, The Guardian, August 22, available at: www.guardian.co.uk/commentisfree/2012/aug/22/lessons-education-singapore-gove (accessed August 1, 2016).
3. Bossert, S.T., Dwyer, D.C., Rowan, B. and Lee, G.V. (1982), “The instructional management role of the principal”, Educational Administration Quarterly, Vol. 18 No. 3, pp. 34-64.
4. Bush, T. and Qiang, H.Y. (2002), “Leadership and culture in the Chinese education”, in Walker, A. and Dimmock, C. (Eds), School Leadership and Administration: Adopting a Cultural Perspective, Routledge, New York, NY, pp. 173-186.
5. Chen, C.C. and Lee, Y.T. (2008), “Introduction: the diversity and dynamism of Chinese philosophies on leadership”, in Chen, C.C. and Lee, Y.T. (Eds), Leadership and Management in China, Cambridge University Press, Cambridge, pp. 1-30.
6. Chu, H. and Cravens, X.C. (2012), “Principal professional development in China: challenges, opportunities, and strategies”, Peabody Journal of Education, Vol. 87 No. 2, pp. 178-199.
7. Cravens, X.C. (2012), “The viability of measuring learning-centred principal leadership in Chinese schools”, Journal of Nanjing Normal University, Vol. 181 No. 3, pp. 84-94.
8. Dello-Iacovo, B. (2009), “Curriculum reform and ‘quality education’ in China: an overview”, International Journal of Educational Development, Vol. 29 No. 3, pp. 241-249.
9. Education Bureau of Guangzhou (2010), “Medium and long term program for education reform and development for Guangzhou”, (in Chinese), available at: www.gzedu.gov.cn/gov/gz04./201110/t20111012_16487.html (accessed August 1, 2016).
10. Education Bureau of Shenzhen (2015), “The report on experiment of curriculum reform of secondary schools in Shenzhen”, (in Chinese), available at: www.szeb.edu.cn/xxgk/ztzl2/jygg/kcgg/201502/t20150206_2815462.htm (accessed August 1, 2016).
11. Farh, J.L. and Cheng, B.S. (2000), “A cultural analysis of paternalistic leadership in Chinese organisations”, in Li, J.T., Tsui, A.S. and Weldon, E. (Eds), Management and Organisations in the Chinese Context, Macmillan, London, pp. 84-127.
12. Forestier, K. and Crossley, M. (2015), “International education policy transfer-borrowing both ways: the Hong Kong and England experience”, Compare: A Journal of Comparative and International Education, Vol. 45 No. 5, pp. 664-685.
13. Gedik, S. and Bellibas, M.S. (2015), “Examining schools’ distributed instructional leadership capacity: comparison of elementary and secondary schools”, Journal of Education and Training Studies, Vol. 3 No. 6, pp. 101-110.
14. Goldring, E., Porter, A., Murphy, J., Elliott, S.N. and Cravens, X. (2009), “Assessing learning-centred leadership: connections to research, professional standards, and current practices”, Leadership and Policy in Schools, Vol. 8 No. 1, pp. 1-36.
15. Goldring, E., Grissom, J.A., Rubin, M., Neumerski, C.M., Cannata, M., Drake, T. and Schuermann, P. (2015), “Make room value added principals’ human capital decisions and the emergence of teacher observation data”, Educational Researcher, Vol. 44 No. 2, pp. 96-104.
16. Gu, Q. (2011), “Leaders who build and sustain passion for learning: capacity building in practice”, in Townsend, T. and MacBeath, J. (Eds), International Handbook of Leadership for Learning, Springer, Dordrecht, pp. 991-1010.
17. Hallinger, P. (2005), “Instructional leadership and the school principal: a passing fancy that refuses to fade away”, Leadership and Policy in Schools, Vol. 4 No. 3, pp. 221-239.
18. Hallinger, P. and Heck, R.H. (1996a), “Reassessing the principal’s role in school effectiveness: a review of empirical research, 1980-1995”, Educational Administration Quarterly, Vol. 32 No. 1, pp. 5-44.
19. Hallinger, P. and Heck, R. (1996b), “The principal’s role in school effectiveness: a review of methodological issues, 1980-95”, in Leithwood, K. et al. (Eds), The International Handbook of Educational Leadership and Administration, Kluwer, Dordrecht, pp. 723-784.
20. Hallinger, P. and Leithwood, K. (1996), “Culture and educational administration: a case of finding out what you don’t know”, Journal of Educational Administration, Vol. 34 No. 1, pp. 98-116.
21. Hallinger, P. and Murphy, J. (1985), “Assessing the instructional leadership behaviour of principals”, Elementary School Journal, Vol. 86 No. 2, pp. 217-248.
22. Harris, J., Zhao, Y. and Caldwell, B.J. (2009), “Global characteristics of school transformation in China”, Asia Pacific Journal of Education, Vol. 29 No. 4, pp. 413-426.
23. Hayhoe, R. (2005), “Peking university and the spirit of Chinese Scholarship”, Comparative Education Review, Vol. 49 No. 4, pp. 575-583.
24. Hofstede, G. (1980), Cultures Consequences: International Differences in Work-related Values, Sage, Beveryley Hills, CA.
25. Hu, H.W. (2005), “Teaching and research group in the context of teacher development in China”, Global Education, Vol. 34 No. 7, pp. 21-25.
26. Huang, T.D. and Wiseman, A.W. (2011), “The landscape of principal leadership development in Mainland China: an analysis of Chinese and English research”, in Huang, T.D. and Wiseman, A.W. (Eds), The Impact and Transformation of Education Policy in China, Emerald, Bingley, pp. 125-152.
27. Leithwood, K., Patten, S. and Jantzi, D. (2010), “Testing a conception of how school leadership influences student learning”, Educational Administration Quarterly, Vol. 46 No. 5, pp. 671-706.
28. Leithwood, K., Begley, P. and Cousins, B. (1990), “The nature, causes and consequences of principals’ practices: an agenda for future research”, Journal of Educational Administration, Vol. 28 No. 4, pp. 5-31.
29. Leithwood, K., Louis, K., Anderson, S. and Wahlstrom, K. (2004), How Leadership Influences Student Learning, Wallace Foundation, New York, NY.
30. Leung, F.K.S. (2012), “The Hong Kong TIMSS results and what they mean”, presentation to Hong Kong-UK Roundtable: International Studies on Student Performance: What They Really Mean and What We Can Really Learn from Each Other, Hong Kong, 16 February.
31. Li, S. and Zhang, T. (2006), “The definition, function and strategy of instructional leadership”, Journal of Southwest University for Nationalities (Humanities and Social Science), Vol. 175 No. 3, pp. 85-90 (in Chinese).
32. Liang, X.Y., Kidwai, H. and Zhang, M.X. (2016), How Shanghai does It: Insights and Lessons from the Highest-Ranking Education System in the World, World Bank, Washington, DC, available at: www-wds.worldbank.org/external/default/WDSContentServer/WDSP/IB/2016/04/06/090224b08426e1b2/1_0/Rendered/PDF/How0Shanghai0d00system0in0the0world.pdf (accessed August 1, 2016).
33. Mertkan, S. (2010), “Planning for educational change: putting people and their contexts first”, Compare, Vol. 40 No. 5, pp. 688-690.
34. McInerney, P. (2003), “Moving into dangerous territory? educational leadership in a devolving education system”, International Journal of Leadership in Education, Vol. 6 No. 1, pp. 57-72.
35. Ministry of Education (2001), “The curriculum reform guidelines for the nine-year compulsory education (trial version)”, (in Chinese), available at: http://edu.cn/20010926/3002911.shtml (accessed August 1, 2016).
36. Moos, L. (2005), “How do schools bridge the gap between external demands for accountability and the need for internal trust?”, Journal of Educational Change, Vol. 6 No. 4, pp. 307-328.
37. Morris, P. (2015), “Comparative education, PISA, politics and educational reform: a cautionary note”, Compare: A Journal of Comparative and International Education, Vol. 45 No. 3, pp. 470-474.
38. Murphy, J. (1988), “Methodological, measurement, and conceptual problems in the study of instructional leadership”, Educational Evaluation and Policy Analysis, Vol. 10 No. 2, pp. 117-139.
39. Neumerski, C.M. (2012), “Rethinking instructional leadership, a review: what do we know about principal, teacher, and coach instructional leadership, and where should we go from here?”, Educational Administration Quarterly, Vol. 49 No. 2, pp. 310-347.
40. Ni, Y.J., Li, Q., Li, X.Q. and Zou, J. (2011), “China’s new millennium curriculum reform in mathematics and its impact on classroom teaching and learning”, in Huang, T.D. and Wiseman, A.W. (Eds), The Impact and Transformation of Education Policy in China, Emerald, Bingley, pp. 99-124.
41. Qian, H.Y. and Walker, A. (2011a), “Leadership for learning in China: the political and policy context”, in Townsend, T. and MacBeath, J. (Eds), International Handbook of Leadership for Learning, Springer, Dordrecht, pp. 209-224.
42. Qian, H.Y. and Walker, A. (2011b), “The ‘gap’ between policy intent and policy effect: an exploration of the interpretations of school principals in China”, in Huang, T. and Wiseman, A.W. (Eds), The Impact and Transformation of Education Policy in China, International Perspectives on Education and Policy, Vol. 15, Emerald, Bingley, pp. 187-208.
43. Qian, H.Y. and Walker, A. (2013), “How principals promote and understand teacher development under curriculum reform in China”, Asia-Pacific Journal of Teacher Education, Vol. 41 No. 3, pp. 304-315.
44. Qian, H.Y., Walker, A. and Yang, X.W. (2017), “Building and leading a learning culture among teachers: a case study of a Shanghai primary school”, Educational Management Administration & Leadership, Vol. 45 No. 1, pp. 101-122.
45. Rao, N. and Chan, C.K.K. (2009), “Moving beyond paradoxes: understanding Chinese learners and their teachers”, in Chan, C.K.K. and Rao, N. (Eds), Revisiting the Chinese Learner: Changing Contexts, Changing Education, CERC Studies in Comparative Education, Vol. 25, Springer/Comparative Education Research Centre, The University of Hong Kong, Hong Kong, pp. 3-34.
46. Robinson, V.M.J., Lloyd, C. and Rowe, K. (2008), “The impact of leadership on student outcomes: an analysis of the differential effects of leadership types”, Educational Administration Quarterly, Vol. 44 No. 5, pp. 635-674.
47. Shenzhen Special Zone Daily (2010), “Each school has its own uniqueness and each student has unique talent”, available from: http://gd.news.sina.com.cn/news/2010/09/08/993290.html (accessed August 1, 2016) (in Chinese).
48. Shenzhen Special Zone Daily (2012), “Promote teacher professional development through innovation of mechanism in Shenzhen”, available at: www.szeb.edu.cn/SZEB/HTMLDynamic/XWZXB_376/201211/info42517.html (accessed August 1, 2016) (in Chinese).
49. Smith, W.F. and Andrew, R.C. (1989), Instructional Leadership: How Principals Make a Difference, Association for Supervision and Curriculum Development, Alexandria, VA.
50. Strauss, A. and Corbin, J. (1998), “Basics of qualitative research: techniques and procedures for developing grounded theory”, Sage Publications Inc, London.
51. Strauss, A. and Corbin, J. (2008), “Basics of qualitative research: grounded theory procedures and techniques”, 3rd ed., Sage, Newbury Park, CA.
52. Sun, J.M. (2009), “Research secondary school principals’ leadership behaviours”, unpublished doctoral dissertation, East China Normal University, Shanghai (in Chinese).
53. Tan, C. and Chua, C.S.K. (2015), “Education policy borrowing in China: has the west wind overpowered the east wind?”, Compare: A Journal of Comparative and International Education, Vol. 45 No. 5, pp. 686-704.
54. Tao, Y.L. (2008), “The problems and solutions for the curriculum leadership of primary and secondary school principals in Chaoyang District, Changchun City”, unpublished master’s dissertation, Northeast Normal University, Changchun (in Chinese).
55. The State Council (2008), “Advice on adopting a performance-based pay scale in compulsory education schools”, available at: http://fgk.chinalaw.gov.cn/article/fgxwj/200812/20081200105602.shtml (accessed August 1, 2016) (in Chinese).
56. Tian, S.L. (2010), “Principal in classroom: their views guiding new curriculum implementation”, Management of Primary and Secondary School, Vol. 10 No. 1, pp. 24-26 (in Chinese).
57. Tucker, M.S. (2011), Surpassing Shanghai: An Agenda for American Education Built on the World’s Leading Systems, Harvard Education Press, Cambridge, MA.
58. Walker, A. and Qian, H.Y. (2015), “Review of research on school principal leadership in Mainland China, 1998-2013: continuity and change”, Journal of Educational Administration, Vol. 53 No. 4, pp. 467-491.
59. Walker, A. and Dimmock, C. (2002), “Moving school leadership beyond its narrow boundaries: developing a cross-cultural approach”, in Leithwood, K. and Hallinger, P. (Eds), Second International Handbook of Educational Leadership and Administration, Springer, Kluwer, Dordrecht, pp. 67-204.
60. Walker, A. and Hallinger, P. (2015), “A synthesis of reviews of research on principal leadership in East Asia”, Journal of Educational Administration, Vol. 53 No. 4, pp. 554-570.
61. Walker, A. and Qian, H.Y. (2012), “Reform disconnection in China”, Peabody Journal of Education, Vol. 87 No. 2, pp. 162-177.
62. Walker, A. and Qian, H.Y. (2011), “Successful school leadership in China”, in Day, C. (Ed.), The Routledge International Handbook of Teacher and School Development, Routledge, London and New York, NY, pp. 446-457.
63. Walker, A., Hu, R.K. and Qian, H.Y. (2012), “Principal leadership in China: an initial review”, School Effectiveness and School Improvement, Vol. 23 No. 4, pp. 369-399.
64. Walker, A., Qian, H.Y. and Zhang, S. (2011), “Secondary school principals in curriculum reform: victims or accomplices?”, Frontiers of Education in China, Vol. 6 No. 3, pp. 388-403.
65. Wildy, H. and Dimmock, C. (1993), “Instructional leadership in primary and secondary schools in Western Australia”, Journal of Educational Administration, Vol. 31 No. 2, pp. 43-62.
66. Wong, L.N. (2010), “What makes a professional learning community to be possible? a case study of a mathematics department in a junior secondary school of China”, Asia Pacific Education Review, Vol. 11 No. 2, pp. 131-139.
67. Wong, L.N. (2012), “How has recent curriculum reform in China influenced school-based teacher learning? an ethnographic study of two subject departments in Shanghai, China”, Asia-Pacific Journal of Teacher Education, Vol. 40 No. 4, pp. 347-361.
68. Yin, H.B. (2012), “Adaptation and validation of the teacher emotional labour strategy scale in China”, Educational Psychology, Vol. 32 No. 4, pp. 451-465.
69. Yin, H.B., Lee, C.K. and Wang, W.L. (2013), “Dilemmas of leading national curriculum reform in a global era: a Chinese perspective”, Educational Management Administration & Leadership, Vol. 42 No. 2, pp. 293-311.
70. Zhao, Y. (2007), “China and the whole child”, Educational Leadership, Vol. 64 No. 8, pp. 70-73.
71. Zhao, Y. and Qiu, W. (2012), “Policy changes and educational reforms in China: decentralization and marketization”, On the Horizon, Vol. 20 No. 4, pp. 313-323.
72. Zhong, Q.Q. (2006), “Curriculum reform in China: challenges and reflections”, Frontiers of Education in China, Vol. 1 No. 3, pp. 370-382.
73. Zhu, Z.P. (2009), “From subject guidance to curriculum leadership: research on the ways of assistant of teaching and research”, People’s Education, Vol. 22 No. 11, pp. 496-498 (in Chinese).
74. Leithwood, K., Day, C., Sammons, P., Harris, A. and Hopkins, D. (2006), “Successful school leadership: what it is and how it influences pupil learning”, report to the Department for Education and Skills Research Report No 800, University of Nottingham, Nottingham.