Leading to succeed: contextual leadership practices of semi-urban school principals in China

ABSTRACT

This study investigated the leadership practices of semi-urban middle school leaders in China. A multi-site case study was conducted using a qualitative research design, collecting data through interviews with principals, administrators, teachers, and parents, along with document scanning, observations, and field notes. Qualitative data analysis revealed three distinct themes concerning the contextual practices of the three principals. The findings highlighted that these principals implemented the identified practices in varying ways, directly responding to their specific contextual realities. Key findings indicated a focus on teaching, moral values, teacher development, and labor-intensive activities. The results carry implications for principals, educational practices, and policy matters.

Disclosure statement

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

Additional information

Funding

The work was supported by the ORSP, Wenzhou-Kean University.

Notes on contributors

Mohammad Noman

Mohammad Noman works as an Assistant professor at the Department of Educational Leadership at Wenzhou-Kean University, Wenzhou-China.

Amrita Kaur

Amrita Kaur works as an Assistant Professor of Psychology at College of Liberal Arts, Wenzhou-Kean University, Wenzhou-China.

Renjie Zhang

Renjie Zhang is a doctoral candidate at the Department of educational Leadership at Wenzhou-Kean University, Wenzhou-China.

Yuwen Teng

Yuwen Teng is a doctoral candidate at the Department of educational Leadership at Wenzhou-Kean University, Wenzhou-China.

Ran Liu

Ran Liu is a doctoral candidate at the Department of educational Leadership at Wenzhou-Kean University, Wenzhou-China.