165
views
0
recommends
+1 Recommend
1 collections
    0
    shares
      • Record: found
      • Abstract: found
      • Article: found
      Is Open Access

      Educational leadership on the Chinese mainland: A case study of two secondary schools in Beijing

      Read this article at

      Bookmark
          There is no author summary for this article yet. Authors can add summaries to their articles on ScienceOpen to make them more accessible to a non-specialist audience.

          Abstract

          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.

          Related collections

          Author and article information

          Journal
          10430
          London Review of Education
          UCL IOE Press
          1474-8460
          01 July 2017
          : 15
          : 2
          : 317-328
          Article
          1474-8460(20170701)15:2L.317;1- s13.phd /ioep/clre/2017/00000015/00000002/art00013
          10.18546/LRE.15.2.13
          Product
          Categories
          Articles: General

          Comments

          Comment on this article

          London Review of Education
          Volume 15, Issue 2

          Similar content 459