Global characteristics of school transformation in China

Leadership Behaviour in High- Performing Government Boys Secondary Schools in Quetta: A Grounded Theory Analysis

“…In other words, the success and improvement of school performance largely depends on how leaders lead the schools (Leithwood & Riehl, 2003). On basis of the importance of leadership in school performance, various countries around the world have initiated large-scale projects to document the best practices and behavior of school leaders that are instrumental to school success (Crum & Sherman, 2008;Harris, Zhao, & Caldwell, 2009;Sanzo, Sherman, & Clayton, 2011). However, in Pakistan, the researchers and practitioners are less enthusiastic towards this instrumental aspect.…”

Heading for Success: Three Case Studies of School Transformation through Capital Construction

“…Caldwell and his research team provided the most comprehensive findings (Caldwell & Harris, 2008;Dinham, Anderson, Caldwell, & Weldon, 2011;Harris, Zhao, & Caldwell, 2009). They proposed the framework of leadership as capital formation.…”

“…From the findings, strategies used to develop capital were unique to each school (Harris, Zhao, & Caldwell, 2009). However, 10 common practices were identified that transcended contextual differences and were evident in all successful schools.…”

“…The use of capital as a construct to analyze the type of leadership that triggers school transformation is a recently developed perspective. Governance is considered the process through which schools build capital to achieve their goals (Harris, Zhao, & Caldwell, 2009). Caldwell and his colleagues employed high-performing schools in six countries, Australia, the United States, England, Finland, Wales, and China to analyze how schools became successful by enacting proper governance and aligning intellectual, social, spiritual, and financial capital to achieve goals (Caldwell & Harris, 2008;Harris, Zhao, & Caldwell, 2009).…”

“…Governance is considered the process through which schools build capital to achieve their goals (Harris, Zhao, & Caldwell, 2009). Caldwell and his colleagues employed high-performing schools in six countries, Australia, the United States, England, Finland, Wales, and China to analyze how schools became successful by enacting proper governance and aligning intellectual, social, spiritual, and financial capital to achieve goals (Caldwell & Harris, 2008;Harris, Zhao, & Caldwell, 2009). Because the context in which the school is located influences the required capital, culture may exert a substantial effect on leadership and school improvement (Hallinger & Kantamara, 2000).…”