Perspectives on Principal Instructional Leadership in Vietnam: A Preliminary Model

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Autor/inn/en	Hallinger, Philip; Walker, Allan; Nguyen, Dao Thi Hong; Truong, Thang; Nguyen, Thi Thinh
Titel	Perspectives on Principal Instructional Leadership in Vietnam: A Preliminary Model
Quelle	In: Journal of Educational Administration, 55 (2017) 2, S.222-239 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-8234
DOI	10.1108/JEA-11-2015-0106
Schlagwörter	Foreign Countries; Principals; Instructional Leadership; Administrator Attitudes; Leadership Role; Role Perception; Models; Qualitative Research; Semi Structured Interviews; Data Analysis; Grounded Theory; School Administration; Leadership Styles; Cultural Influences; Educational Objectives; Educational Improvement; Teacher Administrator Relationship; Faculty Development; Parent School Relationship; Government School Relationship; Elementary Schools; Vietnam + Suchen Sie Ihr Suchwort? Ausland; Principal; Schulleiter; Instruction; Leadership; Bildung; Erziehung; Führung; Role conception; Rollenverständnis; Analogiemodell; Qualitative Forschung; Auswertung; Führungsstil; Cultural influence; Kultureinfluss; Educational objective; Bildungsziel; Erziehungsziel; Teaching improvement; Unterrichtsentwicklung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Elementary school; Grundschule; Volksschule
Abstract	Purpose: Worldwide interest in principal instructional leadership has led to global dissemination of related research findings despite their concentration in a limited set of western cultural contexts. An urgent challenge in educational leadership and management lies in expanding the range of national settings for investigations of instructional leadership. The current study addressed this challenge in the context of Vietnam, a nation with a very limited formal knowledge base in school leadership (Hallinger and Bryant, 2013b; Hallinger and Truong, 2014). The purpose of this paper is to describe the perspectives of Vietnamese primary school principals toward their role as instructional leaders, illuminate instructional leadership practices perceived as important by the principals, and develop a preliminary model of instructional leadership within the Vietnamese education context. Design/methodology/approach: This study was a qualitative inquiry that sought to illuminate the perspectives of Vietnamese principals toward their role as instructional leaders. The research employed semi-structured interviews with 27 primary school principals. Data analysis employed grounded theory in order to synthesize results gathered from the principals into a preliminary conceptual model. Findings: The study yielded a preliminary model of principal instructional leadership in Vietnam. The authors' model evidences similarities to western models of instructional leadership by including dimensions focusing on setting direction, managing curriculum and instruction and developing the school learning climate. Differences also emerged in terms of two additional constructs, building solidarity and managing external relationships. Other distinctive practices of Vietnamese instructional leaders also emerged in the findings which the authors suggest can be linked to the institutional, political and socio-cultural context of education in this society. Research limitations/implications: Key limitations arise from the focus on primary schools, small size of the sample, absence of data from the Northern region of Vietnam, and lack of verification of principals' perspectives with data from other stakeholders. Originality/value: This study is one of the first empirical studies of Vietnamese school leadership submitted for publication in international refereed journals and the first study that has that sought to conceptualize the instructional leadership role of principals in Vietnam. Moreover, the study illustrates how conceptualizations of school leadership are shaped by features of specific societies. This lends credence to scholarly admonitions concerning the lack of universality of leadership theories. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01