Leadership Development for School Effectiveness and Improvement in East Asia

Walker, Allan David; Hallinger, Philip; Qian, Haiyan

doi:10.1007/978-1-4020-5747-2_36

Cited by 19 publications

(13 citation statements)

References 26 publications

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“…Cheung and Walker 2006a stressed the influence of context across national and societal settings. While arguing that leadership is enacted within a social setting comprised of numerous, overlapping and often unstable contextual factors, they cite the influence within and around schools of demographic, linguistic, cultural, political, historical and economic factors (Walker, Hallinger, and Qian 2007b). For example, that successful leadership in the vertically aligned cultural systems that typify East Asian societies, when viewed more deeply, can look very different to leadership as observed in many Western settings (Dimmock and Walker 2005c;Hallinger, Walker, and Bajunid 2005d).…”

Section: School Leadershipmentioning

confidence: 99%

Clones, drones and dragons: ongoing uncertainties around school leader development

Walker

2015

School Leadership & Management

Self Cite

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Section: School Leadershipmentioning

confidence: 99%

Clones, drones and dragons: ongoing uncertainties around school leader development

Walker

2015

School Leadership & Management

Self Cite

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“…In other words, they have thought critically about how to flexibly implement the government-designed policies to be appropriate to local school contexts. This observation of faculty members echoes exiting literature that emphasizes this intermediating situation of government school leaders who commonly work under the centralized government systems in Thailand and some Eastern countries (Walker et al, 2007;Maxcy et al, 2010aMaxcy et al, , 2010b. As a result, faculty participants perceived that their teaching roles are to train prospective school leaders to work under this situation.…”

Section: Faculty Participants Describe Three Dimensions Of Clrrsl Incsupporting

confidence: 55%

“…The finding of this study demonstrated three CLRRSL practices in the community context in where the religious identity of Malay Muslim students may be salient and should be valued and recognized in public schools, and particularly Thai school leaders should advocate for them. While school leadership and leadership development are socially constructed within a specific context (Walker, Hallinger, & Qian, 2007) and the Western-based CRSL overlooks the religious identity of minoritized and marginalized students (Khalifa et al, 2014), the results of this study highlighted the religious identity of Melayu Thai students that should be celebrated in public schools as same as the identity of their Buddhist Thai counterparts.…”

Section: Faculty Participants Describe Three Dimensions Of Clrrsl Incmentioning

confidence: 74%

Preparing public school leaders for culturally, linguistically, and religiously diverse communities : an exploratory multiple-case study of faculty in Thailand

Maitreephun¹

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This exploratory multiple-case study "using an application of transformative learning as its conceptual framework and using cross-case synthesis and constructing grounded theory as its analytic approach" aimed at examining how Thai faculty conceive of their teaching roles. This study collected data from six Buddhist faculty who prepared prospective school leaders for culturally, linguistically, and religiously (CLR) diverse communities in Thailand's southmost region, where Malay Muslim are the majority. Two-interview series were conducted in addition to document collection and classroom observation. The findings suggested the faculty's flexible notions of Thainess, which extended a historically and culturally dominant concept and resonated with their views of culturally, linguistically, and religiously responsive school leadership (CLRRSL) practices. They described three dimensions of CLRRSL including (1) ascertain the community context, (2) build school-community relationships, and (3) collaborate with school teachers to enhance the academic success of CLR diverse students. Based on these practices, faculty perceived their teaching roles as training school leaders to comprehend CLRRSL concepts and to develop their critical and flexible mindsets. These findings uncover gaps in the way faculty members expected and taught prospective school leaders to learn the CLRRSL concept although the concept did not embrace in the professional standards for Thai school leaders. Finally, the findings of this study suggest Thai government agencies to include the CLRRSL concept in the professional standards for school leaders, to train in-service school leaders to affirm CLRRSL work, and to prepare faculty members in leadership preparation programs for CLRRSL training.

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“…This perspective allows for recognition that, while policy choices may be narrowing, national and local assumptions and practices remain significant and mediate or translate global policy in distinctive ways (Ozga, 2005). Walker, Hallinger and Qian (2007) indicate that principal leadership in East Asia is mediated by important cultural norms of high power distance, a collectivist orientation and hierarchical compliance.…”

Section: Literature Reviewmentioning

confidence: 98%

Critical perspectives on changes in educational leadership practice

Wang

2011

Front. Educ. China

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This paper examines a group of Chinese educational leaders' leadership practice changes after undertaking a leadership development course offered by an Australian university in China. It presents their self-reported changes in leadership practice profiles and features selected vignettes. The study was primarily qualitative and interpretative, based on the interview responses of 20 participants. The findings showed that exposure to different perspectives appeared to expand participants' views and equip them with a wider range of leadership strategies. Despite some observable differences in practices reported by participants from the three sectors (school, educational system, and university), there seemed to be more similarities than variance. The respondents were cautious about radical changes in leadership practice, reiterating that local contexts and cultures must be considered when accommodating Western educational ideas. The study suggests that participants' self-reported changes in leadership practices resulted from mediation of contextual and cultural conditions rather than the direct transfer of Western ideas and practices into the Chinese context.

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Leadership Development for School Effectiveness and Improvement in East Asia

Cited by 19 publications

References 26 publications

Clones, drones and dragons: ongoing uncertainties around school leader development

Clones, drones and dragons: ongoing uncertainties around school leader development

Preparing public school leaders for culturally, linguistically, and religiously diverse communities : an exploratory multiple-case study of faculty in Thailand

Critical perspectives on changes in educational leadership practice

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