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Article
Publication date: 12 June 2017

Haiyan Qian and Allan David Walker

The purpose of this paper is threefold: to sketch the current policy context that frames the education of migrant children in Shanghai; to explore the work lives of school…

Abstract

Purpose

The purpose of this paper is threefold: to sketch the current policy context that frames the education of migrant children in Shanghai; to explore the work lives of school leaders in the privately owned but government-supported schools; and to understand the socio-cultural and educational factors that shape the leadership practices in these schools.

Design/methodology/approach

This paper drew from publicly accessible policy papers and interview data with four principals leading migrant children’s schools in Shanghai.

Findings

Migrant children’s schools have received increasing policy recognition and attention. Principals of these schools have strived to adopt various leadership strategies to enhance the quality of education as received by migrant children. However, due to the institutional barriers such as hukou, multiple challenges continue to face migrant children and leaders leading migrant schools.

Originality/value

This is one of the first few papers that collected data from principals leading migrant children’s schools. The paper contributes to further understandings about leadership in high-needs school context and about education quality and equity in relation to programme for international student assessment success in Shanghai.

Details

International Journal of Educational Management, vol. 31 no. 5
Type: Research Article
ISSN: 0951-354X

Keywords

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Article
Publication date: 10 April 2017

Haiyan Qian, Allan Walker and Xiaojun Li

The purpose of this paper is to develop a preliminary model of instructional leadership in the Chinese educational context and explore the ways in which Chinese school…

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Abstract

Purpose

The purpose of this paper is to develop a preliminary model of instructional leadership in the Chinese educational context and explore the ways in which Chinese school principals locate their instructional-leadership practices in response to traditional expectations and the requirements of recent reforms.

Design/methodology/approach

In-depth interviews were conducted with 22 selected primary school principals in Shenzhen and Guangzhou. A qualitative analysis was conducted to categorize the major leadership practices enacted by these principals.

Findings

An initial model of instructional leadership in China with six major dimensions is constructed. The paper also illustrates and elaborates on three dimensions with the greatest context-specific meanings for Chinese principals.

Originality/value

The paper explores the ways in which Chinese principals enact their instructional leadership in a context in which “the west wind meets the east wind”; that is, when they are required to accommodate both imported reform initiatives and traditional expectations. The paper contributes to the sparse existing research on principals’ instructional leadership in non-western cultural and social contexts.

Details

Journal of Educational Administration, vol. 55 no. 2
Type: Research Article
ISSN: 0957-8234

Keywords

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Article
Publication date: 6 July 2015

Allan Walker and Haiyan Qian

The purpose of this paper is to review English-language publications about school principalship in China published between 1998 and 2013 and to present an overview of the…

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1720

Abstract

Purpose

The purpose of this paper is to review English-language publications about school principalship in China published between 1998 and 2013 and to present an overview of the authorship, topics, methodologies and key findings of these publications.

Design/methodology/approach

The methodology includes an exhaustive review of journal articles and book chapters about Chinese school principalship published in the English language. In total, 39 articles and 17 book chapters are identified for the 1998-2013 period. Qualitative analysis is conducted to determine the basic patterns of authorship, topics, methods and key findings. The changes or continuities in these patterns during the study period are also discerned.

Findings

The paper identifies several continuous and discontinuous patterns in each of the review categories and provides a better understanding of on-going research into the practice of school principalship in China. The results also suggest areas that require deeper exploration.

Originality/value

This paper explores the landscape of school principalship in China as reflected in the international literature and indicates the ways that this landscape has changed or remained the same over the years. As such, the paper contributes to the thin knowledge base concerning school principalship in China and sheds light on the enduring local-global tension in the evolution of education systems.

Details

Journal of Educational Administration, vol. 53 no. 4
Type: Research Article
ISSN: 0957-8234

Keywords

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Article
Publication date: 26 July 2021

Meng Zhang, Allan David Walker and Haiyan Qian

This study aims to describe and analyze an innovative mechanism of teacher-led, system-wide professional learning that has been widely adopted since the beginning of the…

Abstract

Purpose

This study aims to describe and analyze an innovative mechanism of teacher-led, system-wide professional learning that has been widely adopted since the beginning of the twenty-first century in China – the Master Teacher Studio (MTS).

Design/methodology/approach

This paper drew from policy documents, published Chinese literature relating to MTSs and personal fieldwork experience in Shanghai, Guangdong and Zhejiang province.

Findings

The article first outlines the context framing the system change, including its policy background and evolution, and then the MTS's purpose, formative process and structure. It finally examines major teacher learning activities and the leadership roles of the MTS hosts (leaders).

Research limitations/implications

This study contributed to the knowledge base of system teacher leaders and how they lead cross-school leading.

Practical implications

The MTS initiative described in this article shows the power of central system leadership to spread and embed effective teacher learning practices at schools.

Originality/value

This article provides implications for understanding and practicing teacher system leadership to support teacher professional learning in different societies.

Details

International Journal of Educational Management, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 0951-354X

Keywords

Abstract

Details

Leading Education Systems
Type: Book
ISBN: 978-1-80071-130-3

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Book part
Publication date: 3 June 2021

Abstract

Details

Leading Education Systems
Type: Book
ISBN: 978-1-80071-130-3

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Book part
Publication date: 30 December 2011

Haiyan Qian and Allan Walker

This chapter explores the ‘gap’ between policy intent and policy effect through the eyes of a group of practising school principals in China. The reform policies targeted…

Abstract

This chapter explores the ‘gap’ between policy intent and policy effect through the eyes of a group of practising school principals in China. The reform policies targeted are the new curriculum, the school review system and personnel system. The universalising tendency of educational reform towards decentralisation and marketisation has swept across China as it has in Western democracies. Another trend Chinese education shares with other systems is that central policy initiatives go through a complex process of interpretation and re-interpretation before they reach schools, a pattern that continues as schools struggle to implement them. Using interview data collected from 11 secondary school principals in Shanghai, China, the chapter suggests that the way in which policy is interpreted and translated in schools is influenced by the particularities of the context, and that the status of the school plays a particularly important role in this process. Despite the moderating role of the local context, some commonalities across principals' policy interpretations emerge. These commonalities suggest that universal education reform policies inevitably reflect cultural and societal characteristics when they are introduced and adapted to the specific national context.

Details

The Impact and Transformation of Education Policy in China
Type: Book
ISBN: 978-1-78052-186-2

Keywords

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Article
Publication date: 1 July 2006

Allan Walker and Haiyan Qian

This article aims to set the scene for this Special Issue on beginning principals and to inform one's understanding of how new principals manage their work lives to make a…

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2048

Abstract

Purpose

This article aims to set the scene for this Special Issue on beginning principals and to inform one's understanding of how new principals manage their work lives to make a difference in their schools.

Design/methodology/approach

Based on recent literature on beginning principals, the paper draws together and analyses issues encompassing principals' formal preparation, recruitment, licensure and socialisation.

Findings

This article outlines the broader context that frames the lives of beginning principals across societies. It does this through focusing on three fairly general topics: the current expectations of principals and potential principals, which also touches on a shortage of principal candidates in some societies; the life of beginning principals, including strategies suggested by research for “surviving” those hectic first years; and issues related to principals' preparation and learning. These topics encapsulate the focuses of the articles that follow.

Originality/value

The paper contributes to the understanding that the quest for beginning principalship cannot be restricted by national or societal borders; it is one that calls for greater international cooperation and insight.

Details

Journal of Educational Administration, vol. 44 no. 4
Type: Research Article
ISSN: 0957-8234

Keywords

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Article
Publication date: 10 July 2007

Allan Walker, Qian Haiyan and Chen Shuangye

The purpose of this paper is to explore what developing moral literacy for leaders in intercultural schools will mean.

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1745

Abstract

Purpose

The purpose of this paper is to explore what developing moral literacy for leaders in intercultural schools will mean.

Design/methodology/approach

Relevant literature on moral literacy, leadership, intercultural schools and social learning is brought together and integrated to develop an understanding of the intricacies of leading for moral literacy.

Findings

The foundation for developing moral literacy in intercultural schools requires leaders to become knowledgeable, cultivate moral virtues and develop moral imaginations as well as to possess moral reasoning skills. In intercultural settings these components focus on openly addressing, and indeed exposing, issues of class, culture and equity. The elements which form the basis for improved moral literacy are intimately connected with school life and community through learning. Leaders must simultaneously develop their own and their communities' moral literacy through promoting and structuring community‐wide learning through participatory moral dialogue. This may involve sharing purpose, asking hard questions and exposing and acknowledging identities.

Originality/value

This article attempts to apply moral literacy to leading in intercultural schools and suggests that learning holds the key to moral development.

Details

Journal of Educational Administration, vol. 45 no. 4
Type: Research Article
ISSN: 0957-8234

Keywords

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Book part
Publication date: 30 December 2011

Abstract

Details

The Impact and Transformation of Education Policy in China
Type: Book
ISBN: 978-1-78052-186-2

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