School Leader Perspectives on Leadership Learning Preparation and Continuing Professional Development in the Chinese Province of Fujian: An Exploratory Study

Autor/inn/en	Wilson, Michael; Xue, Xiaomin
Titel	School Leader Perspectives on Leadership Learning Preparation and Continuing Professional Development in the Chinese Province of Fujian: An Exploratory Study
Quelle	In: Educational Management Administration & Leadership, 41 (2013) 6, S.800-818 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1741-1432
DOI	10.1177/1741143213494187
Schlagwörter	Foreign Countries; Principals; Leadership Training; Professional Continuing Education; Administrator Education; Instructional Leadership; Educational Opportunities; Educational Needs; Informal Education; Administrator Attitudes; Semi Structured Interviews; Secondary Schools; Assistant Principals; China + Suchen Sie Ihr Suchwort? Ausland; Principal; Schulleiter; Führungslehre; Berufsfeldbezogener Unterricht; Weiterbildung; Instruction; Leadership; Bildung; Erziehung; Führung; Bildungsangebot; Bildungschance; Educational need; Bildungsbedarf; Informelle Bildung; Nichtformale Bildung; Sekundarschule; Principals; Stellvertretende Schulleitung
Abstract	This article reports the findings of a small-scale investigation into the perspectives of Chinese school leaders (school principals and deputy principals) on their leadership learning opportunities. The research draws on key policy documents and semi-structured interviews within a phenomenographic framework based on a cluster sample of ten school leaders located in Fuqing municipality, Fujian. Three overarching "categories of description" emerge from the data: perspectives on formal learning, informal learning and the influences of systemic-contextual factors. The findings indicate that while there has been both an increase in investment and significant developments in school leadership training and continuing professional development, provision has been top-down and primarily focused on raising awareness of educational policy and reform. The study gives voice to the perceived learning needs of the school leaders themselves, arguing that these need to be addressed by policymakers if improvements in the quality of education are to be achieved in line with government expectations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10