Chinese Model of Digital Leadership in Early Childhood Settings: A Grounded Theory Study

ABSTRACT

Research Findings: Digital leadership as an urgent and emerging topic has attracted public attention, but its nature, definition, and constructs have not been thoroughly explored for the Chinese culture. This study uses a grounded theory approach to examine how Chinese principles are utilized at “Model Level” preschools to define, understand, and practice digital leadership in preschools. Eight principals from “Model Level” preschools in Shanghai were purposefully sampled and interviewed individually. The interview transcripts’ inductive coding and interpretive analysis revealed a Chinese definition of digital leadership and its three constructs: Attitude, Cognition, and Capability, resulting in a unique “ACC model.” This model indicates that this Chinese definition of digital leadership has gone beyond the traditional process-capability dichotomy and is a combination of three major constructs. Practice or Policy: This model provides a scientific foundation for the policymakers to develop “Digital Leadership Standards for Chinese Preschool Principals;” a conceptual structure of digital leadership for developing systematic indicators and scales. Digital leadership training can begin with an emphasis on attitude and cognition.

Disclosure Statement

No potential conflict of interest was reported by the author(s).