Questions of Power in the Governance of Primary and Secondary Schools in China—An Analysis of In-Depth Interviews with More Than 50 Education Administrators and Principals of Primary and Secondary Schools

Abstract

Given the fact that school governance entails reorganizing power, changing organizational structures, and reconstructing education methods in contemporary Chinese primary and secondary schools, this study reviewed the relevant literature and conducted a semi-structured in-depth survey of more than 50 education administrators and primary and secondary school principals from across the country. The survey identified prominent issues related to governance and power, including government overreach and misalignment, supervision systems and mechanisms, school autonomy, and the independence of third-party social organizations. The implementation of governance in Chinese primary and secondary schools requires not only the government, schools, and intermediary social organizations to form the necessary linking mechanisms in accordance with the law, but the school itself needs to step up reforms to separate powers, promote the standardization and democratization of the school’s internal governance, and finally to achieve the fundamental goal of improving the quality of education to nurture talent.

KEYWORDS:

• Implementation difficulties
• power: school governance

Disclosure Statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Yanqing Li

Yanqing Li is affiliated with the Faculty of Educational Management and Psychology, Beijing Institute of Education.

Jiangting Chu

Jiangting Chu is a Professor in the Faculty of Education, Beijing Normal University.