Effective Educational Leadership in Mainland China
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.
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.
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”).
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
Runco, M. A. (2010). Creativity has no dark side. In D. Cropley, et al. (Eds.), The dark side of creativity. New York: Cambridge.
Sargent, T. (2011). New Curriculum reform implementation and the transformation of educational beliefs, practices, and structures: A case study of Gansu province. Chinese Education and Society, 44, 49–74.
Simonton, D. K. (1988). Creativity, leadership, and chance. In R. J. Sternberg (Ed.), The nature of creativity: Contemporary psychological perspectives. Cambridge: Cambridge University.