A framework for understanding Chinese leadership: a cultural approach

Liu, Peng

doi:10.1080/13603124.2016.1245445

Cited by 11 publications

(3 citation statements)

References 22 publications

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“…In the Chinese context, teacher leaders in grade groups and teaching and research groups need to provide constructive and positive feedback to other teachers, so they can improve teacher efficacy beliefs. Being kind, collaborative and supportive are the basic requirements for being a leader in a Chinese cultural context (Liu, 2017), so these qualities will strengthen the effects of Chinese teacher leaders on teacher efficacy. In addition, teacher leaders need to be role models for other teachers in educational practice, which helps with the enhancement of teacher efficacy beliefs.…”

Section: Discussionmentioning

confidence: 99%

Understanding the relationship between teacher leadership and teacher well-being: the mediating roles of trust in leaders and teacher efficacy

Liu,

Chen,

Cheng

et al. 2023

JEA

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PurposeTeacher well-being has been a concern, but there has been a lack of research on how teacher leadership can contribute to teacher well-being in a high-accountability context and a hierarchical education system such as that of China, particularly through the meditating roles of trust in the leader and teacher efficacy. Therefore, the purpose of this study was to understand the relationship between teacher leadership and teacher well-being while exploring the mediating roles of trust in leaders and teacher efficacy in this relationship.Design/methodology/approachUsing structural equation modeling (SEM) and bootstrap methods with valid answers from 1,144 teachers in 25 primary schools in 1 Chinese city, this study mainly answered three questions: Is there a significant relationship between teacher leadership and teacher well-being? Is there a significant mediating effect of trust in leaders on the relationship between teacher leadership and teacher well-being? Is there a significant mediating effect of teacher efficacy on the relationship between teacher leadership and teacher well-being?FindingsThis study reported a positive relationship between teacher leadership and teacher well-being. This study also found positive mediating roles for trust in leaders and teacher efficacy in the relationship between teacher leadership and teacher well-being in a high-accountability and hierarchical system like that of China.Originality/valueThis study provides an understanding of the transferability of teacher leadership theories across cultures and has practical significance for educational practice in high-accountability and hierarchical education contexts similar to that of China.

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Section: Discussionmentioning

confidence: 99%

Understanding the relationship between teacher leadership and teacher well-being: the mediating roles of trust in leaders and teacher efficacy

Liu,

Chen,

Cheng

et al. 2023

JEA

Self Cite

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show abstract

“…As a third purpose, Chinese thought can be a valuable basis for developing new theories and contributing to the existing leadership thought. Liu (2017), Lu (2015), and Xiao and Wu (2014) alike propose that leadership in the Chinese context requires unique theories separated from the existing leadership thought. These authors propose that cultural context is the basis for investigation; existing Western theories do not apply in China, nor can the theory created in the Chinese context contribute to leadership thinking outside of the Chinese context.…”

Section: Expanding the Worldview Of The Western Tradition: Enabling A...mentioning

confidence: 99%

Beyond the Western Conceptions with François Jullien: The Process of Leadership Informed by the Chinese Shi 勢 as Organizational Propensity

Yue,

Persson,

Wasieleski

2023

Manag. Organ. Rev.

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This conceptual paper examines the considerable scope of leadership theories built from literature originating in the West to focus on the ‘process’ of leadership. By opening the door to include traditional Chinese thought, the worldview of Western tradition is challenged using the work of philosopher and sinologist François Jullien. Chinese culture views process as the basis of transformation and renewal in the world. It is explained through ‘the propensity of things’ in relation to European ontology and causality. Recognizing the evolving nature of reality through the generic Chinese notion of shi 勢, which serves as a conceptual tool for Jullien, leadership process is understood as an aspect of organization propensity. Shi 勢 is then recognized as a leading force encompassing human agency that is able to open a new avenue for research nurturing the emerging quantum phase of leadership.

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“…Rarick (2009) concluded that Chinese cultural values embrace collectivism; harmony; authoritarianism, strong organisational network and business connection; and paternalistic leadership. These Confucian principles illustrated through the five virtues of wu chang that form the foundations of ethical and moral practices are evident in writing of Keller and Kronstedt (2005) and Liu (2017). Confucianism tends to influence how workers conduct themselves in workplaces such as small-business Chinese restaurants and how they engage in PBL.…”

Section: Ethnic Culture In Chinese Restaurantsmentioning

confidence: 99%

How ethnic cultures influence practice-based learning

Lui

Choy

2020

JWL

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Purpose This paper aims to report on a study that used the practice theory lens to understand how Chinese ethnic culture influences restaurant workers' learning through engagement in everyday work practices. Design/methodology/approach A multiple case study approach was used. Data were collected from semi-structured interviews and site observations. Thematic analysis was conducted to identify how workers learnt the sayings, doings and relatings in their workplaces. Findings The findings show that the ethnic culture of the participants influences and enriches their learning in practice settings such as small Chinese restaurants. Research limitations/implications The understandings presented here need to be verified through more research in different regions and nations. In addition, cross-cultural studies on other ethnic restaurants may contribute to deeper understandings of the influences of ethnic culture on practice-based learning. Social implications The research contributes to understanding the influence of ethnic culture on practice-based learning. Originality/value The understandings gained from the findings of this study form a useful basis for curriculum development and instructional design of training programmes for practice-based as well as work-integrated-learning components of vocational curriculum. Furthermore, awareness of the strengths of the ethnic culture is of interest to owner/managers of small Chinese restaurants to afford supportive learning environments for workers.

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A framework for understanding Chinese leadership: a cultural approach

Cited by 11 publications

References 22 publications

Understanding the relationship between teacher leadership and teacher well-being: the mediating roles of trust in leaders and teacher efficacy

Understanding the relationship between teacher leadership and teacher well-being: the mediating roles of trust in leaders and teacher efficacy

Beyond the Western Conceptions with François Jullien: The Process of Leadership Informed by the Chinese Shi 勢 as Organizational Propensity

How ethnic cultures influence practice-based learning

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