Leadership preparation in China: participants perspectives

References

• Altheide, D. L., & Schneider, C. J. (2013). Qualitative media analysis. Sage.
   Google Scholar
• Antoniou, P., & Lu, M. (2018). Evaluating the measuring properties of the principal instructional management rating scale in the Chinese educational system: Implications for measuring school leadership. Educational Management Administration & Leadership, 46(4), 624–641. https://doi.org/10.1177/1741143217700282
   Web of Science ®Google Scholar
• Avolio, B. J. (2005). Leadership development in balance: Made/Born. Lawrence Erlbaum Associates.
   Google Scholar
• Beck, C. (2018). Learning from Singapore: The power of paradoxes. School Leadership & Management, 38(3), 345–349. https://doi.org/10.1080/13632434.2017.1397081
   Web of Science ®Google Scholar
• Bruce, D. B., Eric, P., & Charles, B. (2010). School leadership stability, principal moves, and departures: Evidence from Missouri. Educational Administration Quarterly, 46(4), 523–557. https://doi.org/10.1177/0013161X10383832
   Web of Science ®Google Scholar
• Bush, T. (2008). From management to leadership: Semantic or meaningful change? Educational Management, Administration and Leadership, 36(2), 271–288. https://doi.org/10.1177/1741143207087777
   Google Scholar
• Bush, T. (2009). Leadership Development and School Improvement: Contemporary Issues in Leadership Development. Educational Review, 61(4), 375–389. doi:10.1080/00131910903403956
   Web of Science ®Google Scholar
• Bush, T. (2011). Theories of educational leadership and management (4th ed.). Sage Publication.
   Google Scholar
• Campbell, C., Lieberman, A., & Yashkina, A. (2016). Developing professional capital in policy and practice: Ontario’s teacher learning and leadership program. Journal of Professional Capital and Community, 13(3), 219–236. https://doi.org/10.1108/JPCC-03-2016-0004
   Google Scholar
• Cliffe, J., Fuller, K., & Moorosi, P. (2018). Secondary school leadership preparation and development: Experiences and aspirations of members of senior leadership teams. Management in Education, 32(2), 85–91. https://doi.org/10.1177/0892020618762714
   Google Scholar
• Cowie, M., & Crawford, M. (2007). Principal preparation – Still an act of faith? School Leadership and Management: Formerly School Organisation, 27(2), 129–146. https://doi.org/10.1080/13632430701237198
   Google Scholar
• Crawford, M., & Cowie, M. (2012). Binding theory and practice in headship preparation: Interpreting experience and challenging assumptions. Educational Management Administration and Leadership, 40(2), 175–187. https://doi.org/10.1177/1741143211427978
   Web of Science ®Google Scholar
• Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches. Sage.
   Google Scholar
• Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Pearson.
   Google Scholar
• Crow, G. M., & Whiteman, R. S. (2016). Effective preparation program features: A literature review. Journal of Research on Leadership Education, 11(1), 120–148. https://doi.org/10.1177/1942775116634694
   Web of Science ®Google Scholar
• Daresh, J. C. (2004). Mentoring school leaders: Professional promise or predictable problems? Educational Administration Quarterly, 40(4), 495–517. https://doi.org/10.1177/0013161X04267114
   Web of Science ®Google Scholar
• Darling-Hammond, L., D., Meyerson, M. L., & Orr., M. T. (2009). Preparing principals for a changing world: Lessons from effective school leadership programs. John Wiley & Sons.
   Google Scholar
• Darling-Hammond, L., D., Meyerson, M. L., & Orr., M. T. (2009). Preparing principals for a changing world: Lessons from effective school leadership programs. John Wiley & Sons.
   Google Scholar
• DoE. (2019). Annual Report on Education Development. Retrieved from Guizhou: China
   Google Scholar
• Dello-Iacovo, B. (2009). Curriculum reform and “quality education” in China: An overview. International Journal of Educational Development, 292(2009), 41–49. doi:10.1016/j.ijedudev.2008.02.008
   Google Scholar
• Elmore, R. (2004). School reform from the inside out: Policy, practice and performance. Harvard University Press.
   Google Scholar
• Friedman, A., & Philips, M. (2004). Continuing professional development: Developing a vision. Journal of Education and Work, 17(3), 361–376. https://doi.org/10.1080/1363908042000267432
   Google Scholar
• Fuller, E., Young, M., & Baker, B. D. (2011). Do Principal Preparation Programs Influence Student Achievement Through the Building of Teacher-Team Qualifications by the Principal? An Exploratory Analysis. Educational Administration Quarterly, 47(1), 173–216. doi:10.1177/0011000010378613
   Web of Science ®Google Scholar
• Fuller, E. J., & Hollingworth, L. (2017). Questioning the use of outcome measures to evaluate principal preparation programs. Leadership and Policy in Schools, 17 (2), 167–188. https://doi.org/10.1080/15700763.2016.1270332
   Web of Science ®Google Scholar
• Gao, X. Q. (2015). A cooperated training – Among the mainland province and Hongkong district, for primary and secondary principals: Practice and experience. The Inservice Education and Training of School Teachers, 348(7), 25–28.
   Google Scholar
• Gottschalk, L. A., & Bechtel, R. J. (2008). Computerized content analysis of speech and verbal texts and its many applications. Nova Science Publishers.
   Google Scholar
• Grissom, J., & Loeb, S. (2011). Triangulating principal effectiveness: How perspectives of par- ents, teachers, and assistant principals identify the central importance of managerial skills. American Educational Research Journal, 48, 1091–1123. https://doi.org/10.3102/0002831211402663
   Web of Science ®Google Scholar
• Grissom, J., Mitani, H., & Woo, D. S. (2019). Principal preparation programs and principal outcomes. Educational Administration Quarterly, 55(1), 73–115. https://doi.org/10.1177/0013161X18785865
   Web of Science ®Google Scholar
• Hallinger, P., & Bridges, E. M. (2017). A systematic review of research on the use of problem-based learning in the preparation and development of school leaders. Educational Administration Quarterly, 53(2), 255–288. https://doi.org/10.1177/0013161X16659347
   Web of Science ®Google Scholar
• Hallinger, P., & Hosseingholizadeh, R. (2019). Exploring instructional leadership in Iran: A mixed methods study of high- and low-performing principals. Educational Management Administration & Leadership, 48(4), 595-616. doi:10.1177/1741143219836684
   Google Scholar
• Hendriks, M., & Steen, R. (2012). Results from school leadership effectiveness stud- ies (2005-2010). In School leadership effects revisited: Review and meta-analysis of empirical studies (pp. 65–130). Dordrecht, Netherlands: Springer.
   Google Scholar
• Huang, T., Hochbein, C., & Simons, J. (2020). The relationship among school contexts, principal time use, school climate, and student achievement. Educational Management Administration & Leadership, 48(2), 305–323. https://doi.org/10.1177/1741143218802595
   Web of Science ®Google Scholar
• Hui, J. S. (2016). Six dimensions, three phases model for principal reflective capacity: Theory and practice. Journal of Capital Normal University (Social Science Editions), 232(5), 141–147.
   Google Scholar
• Hung, D. (1999). Activity, apprenticeship, and epistemological appropriation: Implications from the writings of Michael Polanyi. Educational Psychologist, 34(4), 193–205. https://doi.org/10.1207/s15326985ep3404_1
   Web of Science ®Google Scholar
• Jackson, B. L., & Kelley, C. (2002). Exceptional and innovative programs in educational leadership. Educational Administration Quarterly, 38(2), 192–212. doi:10.1177/0013161X02382005
   Web of Science ®Google Scholar
• Kala, S. (2015). Different approaches to the professional development of principals: A comparative study of New Zealand and Singapore. School Leadership & Management, 35(5), 524–543. https://doi.org/10.1080/13632434.2015.1107038
   Web of Science ®Google Scholar
• Kelly, A., & Saunders, N. (2010). New heads on the block: Three case studies of transition to primary school headship. School Leadership and Management: Formerly School Organisation, 30(2), 127–142. https://doi.org/10.1080/13632431003663180
   Google Scholar
• Knowles, M. S., Holton, E. F. I., & Swanson, R. A. (2005). The adult learner: The definitive classic in adult education and human resource development. Elsevier.
   Google Scholar
• Leithwood, K., Patten, S., & Jantzi, D. (2010). Testing a conception of how leadership influences student learning. Educational Administration Quarterly, 46(5), 671–706. https://doi.org/10.1177/0013161X10377347
   Web of Science ®Google Scholar
• Leithwood, K., & Riehl, C. (2003). What we know about successful school leadership. National College for School Leadership.
   Google Scholar
• Li, W. C., & Feng, D. M. (2001). Principal training in China: Models, problems, and prospects. International Studies in Educational Administration, 29(2), 13–19.
   Google Scholar
• Liu, S., Xu, X., Grant, L., Strong, J., & Fang, Z. (2017). Professional standards and performance evaluation for principals in China: A policy analysis of the development of principal standards. Educational Management Administration & Leadership, 45(2), 238–259. doi:10.1177/1741143215587304
   Web of Science ®Google Scholar
• Menghua, Z. (2018). Discussion on Teacher Identity Construction Based on Three Learning Theories. Teacher Education Research, 31(1), 12–23. doi:10.13445/j.cnki.t.e.r.2019.01.003
   Google Scholar
• Ministry of Education. (1999). Action plan for primary and secondary principal training. MOE.
   Google Scholar
• Ministry of Education. (2013). Guidelines on further strengthening training for primary and secondary principal. MOE.
   Google Scholar
• Ministry of Education (2014), Notifications on implementing national training plans for. primary and secondary principals. MOE.
   Google Scholar
• Ministry of Education. (2017). Guidelines on Three-phase Training for Rural Principals. MOE.
   Google Scholar
• Ministry of Education. (2020). Further strengthening the vitality for school governance for primary and secondary schools. MOE.
   Google Scholar
• Moorosi, P., & Bush, T. (2020). Preparation and development of school leaders in Africa. Bloomsbury.
   Google Scholar
• Nettles, S., & Herrington, C. (2007). Revisiting the importance of the direct effects of school leadership on stu- dent achievement: The implications for school improvement policy. Peabody Journal of Education, 82(4), 724–736. https://doi.org/10.1080/01619560701603239
   Google Scholar
• Ng, S., & Szeto, S. (2016). Preparing school leaders: The professional development needs of newly appointed principals. Educational Management Administration and Leadership, 44(4), 540–557. https://doi.org/10.1177/1741143214564766
   Web of Science ®Google Scholar
• O’Donnell, R. J., & White, G. P. (2005). Within the accountability era: Principals’ instructional leadership behaviors and student achievement. NASSP Bulletin, 89, (645): 56-71. doi:10.1177/019263650508964505.
   Google Scholar
• Okoko, J. M. (2020). Framing school leadership preparation and development for Kenya: Context matters. Educational Management Administration and Leadership, 48(2), 396–413. https://doi.org/10.1177/1741143218792913
   Web of Science ®Google Scholar
• Orphanos, S., & Orr, M. T. (2013). Learning leadership matters: The influence of innovative school leadership preparation on teachers’ experiences and outcomes. Educational Management Administration and Leadership, 42(5), 680–700. https://doi.org/10.1177/1741143213502187
   Web of Science ®Google Scholar
• Orr, M. T. (2011). Pipeline to preparation to advancement: Graduates’ experiences in, through, and beyond leadership preparation. Educational Administration Quarterly, 47(1), 114–172. https://doi.org/10.1177/0011000010378612
   Web of Science ®Google Scholar
• Orr, M. T., & Orphanos, S. (2011). How graduate-level preparation influences the effectiveness of school leaders: A comparison of the outcomes of exemplary and conventional leadership preparation programs for principals. Educational Administration Quarterly, 47(1), 18–70. https://doi.org/10.1177/0011000010378610
   Web of Science ®Google Scholar
• Orr, M. T., & Pounder, D. (2008). Comparing leadership education from pipeline to preparation to advancement: A study of multiple institutions’ leadership preparation programs. Paper presented at the American Educational research association, New York. In Educational administration quarterly.
   Google Scholar
• Qian, H., Walker, A., & Xiaowei, Y. (2016). Building and leading a learning culture among teachers. Educational Management Administration & Leadership, 45(1), 101–122. https://doi.org/10.1177/1741143215623785
   Web of Science ®Google Scholar
• Revans, R. W. (1980). Action learning. Blond & Briggs.
   Google Scholar
• Robinson, V. M. J., Lloyd, C. A., & Kenneth, J. R. (2008). The Impact of leadership on student outcomes: An analysis of the differential effects of leadership types. Educational Administration Quarterly, 44(5), 635–674. https://doi.org/10.1177/0013161X08321509
   Web of Science ®Google Scholar
• Sağlam, A., Geçer, A., & Bag, D. (2017). Training and appointing processes of school leaders in developed and developing countries: how is the situation in Turkey? Universal Journal of Educational Research, 5(9), 1479–1489. https://doi.org/10.13189/ujer.2017.050905
   Google Scholar
• Silva, J., White, G., & Yoshida, R. (2011). The direct effects of principal–student discussions on eighth grade students’ gains in reading achievement: An experimental study. Educational Administration Quarterly, 47(5), 772–793. https://doi.org/10.1177/0013161X11404219
   Web of Science ®Google Scholar
• Speck, M., & Knipe, C. (2005). Why can’t we get it right? Designing high-quality professional de- velopment for standards-based schools (2nd ed.). Corwin.
   Google Scholar
• Tu, S. G. (2014). The “Shadow Principal”Training: A Self-directed Professional Development Model of the Principal. Vocational and Technical Education, 25(35), 43–47
   Google Scholar
• Walker, A. D., Chen, S. Y., & Qian, H. Y. (2008). Leader development across three Chinese societies. In G. M. C. J. Lumby & P. Pashiardis (Eds.), International handbook on the preparation and development of school leaders (pp. 410–434). Routledge.
   Google Scholar
• Wang, D. (2006). The destiny of education and principal development. Hebei Education, 3.
   Google Scholar
• Wang, J. (2020). Strategies for principals’ national training plan for primary and secondary principals in new century. China Educational Academic Journal, (9), 9–14.
   Google Scholar
• Webster-Wright, A. (2009). Reframing professional development through understanding authentic professional learning. Review of Educational Research, 79(2), 702–739. https://doi.org/10.3102/0034654308330970
   Web of Science ®Google Scholar
• Wilson, M., & Xue, X. (2013). School Leader Perspectives on Leadership Learning Preparation and Continuing Professional Development in the Chinese Province of Fujian: An Exploratory Study. Educational Management Administration & Leadership, 41(6), 800–818.
   Web of Science ®Google Scholar
• Yan, W., & Ehrich, L. C. (2009). Principal preparation and training: A look at China and its issues. International Journal of Educational Management, 23(1), 66–88. doi:10.1108/09513540910926420.
   Google Scholar
• Young, M., & Crow, G. (2016). Handbook of research on the education of school leaders (2nd ed.) Routledge.
   Google Scholar
• Young, M., Crow, G., & Murphy, J. (2009). Handbook ofResearch on the Education ofSchool Leaders. Routledge.
   Google Scholar
• Zheng, Q., Li, L., Chen, H., & Loeb, S. (2017). What aspects of principal leadership are most highly correlated with school outcomes in China? Educational Administration Quarterly, 53(3), 409–447. https://doi.org/10.1177/0013161X17706152
   Web of Science ®Google Scholar
• Zheng, Y., Walker, A., & Chen, S. (2013). Change and continuity: A critical analysis of principal development policy in Mainland China (1989-2011). Educational Management Administration and Leadership, 41(4), 484–503. https://doi.org/10.1177/1741143213485463
   Web of Science ®Google Scholar
• Zhu, G. Q. (2010). What kind of training is needed for new principals – A survey on primary and secondary principals in Jiangsu Province, Changzhou City. Teacher Education Research, 7, 52–54.
   Google Scholar