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Critical perspectives on changes in educational leadership practice

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Frontiers of Education in China

Abstract

This paper examines a group of Chinese educational leaders’ leadership practice changes after undertaking a leadership development course offered by an Australian university in China. It presents their self-reported changes in leadership practice profiles and features selected vignettes. The study was primarily qualitative and interpretative, based on the interview responses of 20 participants. The findings showed that exposure to different perspectives appeared to expand participants’ views and equip them with a wider range of leadership strategies. Despite some observable differences in practices reported by participants from the three sectors (school, educational system, and university), there seemed to be more similarities than variance. The respondents were cautious about radical changes in leadership practice, reiterating that local contexts and cultures must be considered when accommodating Western educational ideas. The study suggests that participants’ self-reported changes in leadership practices resulted from mediation of contextual and cultural conditions rather than the direct transfer of Western ideas and practices into the Chinese context.

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  1. Faculty of Education, University of Canberra, Canberra, ACT, 2601, Australia

    Ting Wang

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Wang, T. Critical perspectives on changes in educational leadership practice. Front. Educ. China 6, 404–425 (2011). https://doi.org/10.1007/s11516-011-0139-x

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