How School Principals Position themselves in Times of Education Reform in China

Ng, Shun Wing; Pun, Shuk Han

doi:10.1016/j.sbspro.2013.08.808

Cited by 5 publications

(5 citation statements)

References 9 publications

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“…Schools in mainland China tend to be quite homogenous as they operate under the traditional ‘hukou’ or household registration system that maintains a highly homogenous student population (Afridi, Li, & Ren, 2015). In addition, the education system in China is hierarchically stratified, with top-down decision making flowing from the Ministry of Education in Beijing to provincial education departments; little control exists at the individual school level, promoting homogeneity and a highly uniform system in terms of school environment, curriculum, and school outcomes within a province (Ng & Pun, 2013; Xiaong, 2015). Nonetheless, future studies should seek to collect information on these important variables to reduce the risk of confounding variables when examining efficacy of school-based interventions employing multiple school sites.…”

Section: Discussionmentioning

confidence: 99%

Improving school outcomes for children affected by parental HIV/AIDS: Evaluation of the ChildCARE Intervention at 6-, 12-, and 18-months

Harrison

Zhang

et al. 2017

School Psychology International

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Children affected by parental HIV/AIDS are at-risk for poor school outcomes including reduced attendance, lower grades, and lower school satisfaction compared to unaffected peers. Resilience-based interventions offer promise to improve functioning across a number of domains. A four-arm randomized controlled trial was conducted with 790 children affected by parental HIV/AIDS in rural, central China to examine the

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Section: Discussionmentioning

confidence: 99%

Improving school outcomes for children affected by parental HIV/AIDS: Evaluation of the ChildCARE Intervention at 6-, 12-, and 18-months

Harrison

Zhang

et al. 2017

School Psychology International

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“…This study shows that school leadership depends heavily upon the professional development and the role of schools' principals (e.g. Lee et al, 2020;Ng & Pun, 2013). Another distinctive feather of this study is that in Pakistan perspectives, where lack of resources is a major hurdle, professional development can reduce this barrier (e.g Corcoran, 2016;Eacott, 2015).…”

Section: Discussionmentioning

confidence: 76%

“…Paulsson (2019) found that lack of professionalism and professional development challenge the principals in the process of improving the schools. Another challenge can be from the state organization in the form of intervention where principals are not professionally prepared to deal with it (Ng & Pun, 2013;Ong, 2015;U-Sayee & Adomako, 2021). This shows that insufficient preparation and training, limited career prospects, inadequate support and rewards put greater pressure on principals in terms of improving the schools.…”

Section: Introductionmentioning

confidence: 99%

The Role, Professional Development, and Challenges of Principals: Key Ingredients of School Leadership

Bukhari

Abiodullah

Ali

et al. 2021

Pak. J. Humanit. Soc. Sci

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The success of schools in the current era demands ever-increasing efforts from their principals. Professional development is an essential ingredient that enables them to work in diverse scenarios and deal with competing, complex, and unprecedented challenges and issues. The present study intends to explore principals’ professional development and its relationship with their roles and the challenges they face. Quantitative approach was employed to conduct this study. One hundred principals were selected based on the purposive sampling technique. Data were collected on a five-point rating scale from the principals of higher secondary schools in Lahore through a physically administered survey method. The questionnaire measured the participants' perceptions on three dimensions: professional development, roles, and challenges. Data were analyzed using the IBM Statistical Package for Social Sciences (SPSS) version 25. The impact of the professional development on the role participants’ play and the challenges they face in schools' leadership were calculated using the regression analysis technique. The study found that professional development was a significant predictor in school efficiency/improvement, and school success depends heavily upon the professional development and the role of schools’ principals. It also shows a need to reprioritize the roles that principals play in leading their schools. The challenges about students show that further professional development is required for principals to improve their efficiency in school improvement. The challenges due to financial resources also indicate the need for financial management. The study concluded that professional development should be monitored and kept updated to improve schools' leadership.

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“…Phillips (2018) noticed the similar problem in Iowa after seven years, when principals were frustrated because there was not even enough time to do their duties in a day. Principals reported greater responsibilities and accountability (Ng & Pun, 2013). These demands were inappropriate because they contributed to their school time and took time away from them (Bridges & Searle, 2016).…”

Section: Challenges Of School Administratorsmentioning

confidence: 99%

Public School Leaders’ Lived Experiences on 21st Century Leadership: A Phenomenological Study

Manilyn S. Panibon

2023

EPRA

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The twenty-first century has brought about new innovations and challenges in the field of education. The major goal of this study is to investigate the experiences, problems, coping techniques, and insights of Pantukan South District public-school educational leaders leading in the twenty-first century. It employs the qualitative phenomenological research method and relies on in-depth interviews to collect data. Six educational leaders from Pantukan South District were chosen as research participants using a purposive sample technique. This study indicated that educational administrators confront numerous obstacles in dealing with their staff, fiscal matters, stakeholders, and learners. They were shown, however, developing coping mechanisms to alleviate their predicament. This study also emphasized the hard effort and strong commitment of public-school educational leaders to their jobs. As a result, it was found that, despite all of the obstacles that educational leaders in the twenty-first century face, they can always find ways to cope and adapt. As a recommendation, educational leaders should continue to improve themselves, both personally and professionally, by attending trainings and seminars with the assistance of the department of education. The findings of this study would serve as a springboard for future research into the experiences of other school administrators, instructors, and students who had also witnessed changes in 21st-century education. KEYWORDS: Twenty-first century education, public school administrators, Phenomenology

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How School Principals Position themselves in Times of Education Reform in China

Cited by 5 publications

References 9 publications

Improving school outcomes for children affected by parental HIV/AIDS: Evaluation of the ChildCARE Intervention at 6-, 12-, and 18-months

Improving school outcomes for children affected by parental HIV/AIDS: Evaluation of the ChildCARE Intervention at 6-, 12-, and 18-months

The Role, Professional Development, and Challenges of Principals: Key Ingredients of School Leadership

Public School Leaders’ Lived Experiences on 21st Century Leadership: A Phenomenological Study

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