Effective Educational Leadership in Mainland China
The Education system in China although different than America’s has many good qualities. The view of Education in China has changed dramatically over the last forty years; it has gone from there being no real system to one that is held up to be one of the best in the world. In this paper I will go through the history of Chinese education and show how much it truly has changed. I will also look at how it is now and what China can expect for its future. In 1949 The People’s Republic of China was formed by the Communist party. This happened after much struggle between the communists and the nationalists. The leader of the communist party and the new People’s Republic was Mao Zedong.
International education is a significant and current topic of research for educational researchers across the world. Increasing globalisation has drawn developing nations into closer ties with educational providers from Western countries. As a result, internationalisation of higher education over the past two decades has brought about considerable change to Australian universities. Growing numbers of international students have enrolled in Australian universities and similarly, the number of students studying offshore has also increased considerably. It investigated the perceived influence of the course upon their conceptions and self-reported leadership practice over one year period. It also examined how they perceived contemporary Western leadership ideas and Western approaches to teaching and learning. The site of the offshore program is in China, and therefore an introduction about the Chinese educational context is important for setting the context of the study. Education enjoys a priority role in the national development agenda in contemporary China. It is regarded as the basis for knowledge-acquisition, popularisation and application, as well as a cradle for nurturing people with innovative spirits. It is now generally believed by the Chinese educational authorities and scholars that the most precious resource in the economy in the new century is not the latest technology; it is people.
The tensions posed by demands for creativity and leadership in schools are acute and well illustrated across the various reform movements emerging throughout the East Asian region over the past two decades. In short, schools have been directed to move away from curricular and instructional practices stressing lecture and rote memorization and to devise more interactive practices that encourage creative and collaborative student-centered activity (Sargent 2011; Lockette 2012). For example, Shouse and Lin (2010) reported how Taiwan school principals believed that teachers could show leadership only in their classrooms or by “moving up the ranks.” At the same time, these principals also revealed a deep reliance on their teachers’ ability to “show the way” toward successful school reform. In other words, while they hoped their teachers would help move the school toward innovation, they refrained from describing such action as leadership. A similar tension seems likely to emerge in Chinese mainland schools as they strive to institute “suzhie jiaoyu” (“quality education”).
To summarize, ordinary teachers were seldom given the opportunity to participate in decision-making. Thus, as a result of the longstanding paternalistic culture that still exists in Chinese schools, the principal’s willingness and efforts to put into practice some form of distributed leadership at School W were being blocked by the conservative work habits of the middle managers.
Shouse, R.C., Ma, C. Leadership and creativity in East Asian schools. Asia Pacific Educ. Rev. 16, 491–499 (2015). https://doi.org/10.1007/s12564-015-9399-0
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