Changing policy, legislation and its effects on pedagogic leadership in China

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61989592%3A15410%2F16%3A73579607" target="_blank" >RIV/61989592:15410/16:73579607 - isvavai.cz</a>

Výsledek na webu

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DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Changing policy, legislation and its effects on pedagogic leadership in China

Popis výsledku v původním jazyce

The relationship between school development and changing policy is in constant flux which adds to the complexity of school leadership. Based on investigation of the theories surrounding pedagogical leadership, the main purpose of this study explores the development of pedagogic leadership in schools providing compulsory education under current policies. A semi-structured interview was used on 30 head teachers from Sichuan Province in China who participated in this study. Results show that the current educational policies in China are supportive of the development of pedagogic leadership, and four dimensions of pedagogic leadership are significantly affected by changing policies. Despite that, the education policy implementation processes do not always support school development. The picture that emerges is beginning to show the distinct concept of Chinese education policy. However, as there still exist gaps to access supportive pedagogic leadership in China, there is a growing need to pay more attention to its effective and sustainable development.

Název v anglickém jazyce

Changing policy, legislation and its effects on pedagogic leadership in China

Popis výsledku anglicky

The relationship between school development and changing policy is in constant flux which adds to the complexity of school leadership. Based on investigation of the theories surrounding pedagogical leadership, the main purpose of this study explores the development of pedagogic leadership in schools providing compulsory education under current policies. A semi-structured interview was used on 30 head teachers from Sichuan Province in China who participated in this study. Results show that the current educational policies in China are supportive of the development of pedagogic leadership, and four dimensions of pedagogic leadership are significantly affected by changing policies. Despite that, the education policy implementation processes do not always support school development. The picture that emerges is beginning to show the distinct concept of Chinese education policy. However, as there still exist gaps to access supportive pedagogic leadership in China, there is a growing need to pay more attention to its effective and sustainable development.

Druh

J_x - Nezařazeno - Článek v odborném periodiku (Jimp, Jsc a Jost)

CEP obor

AM - Pedagogika a školství

OECD FORD obor

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Projekt

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Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2016

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

The European Journal of Social and Behavioural Sciences

ISSN

2301-2218

e-ISSN

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Svazek periodika

XVII

Číslo periodika v rámci svazku

3

Stát vydavatele periodika

GB - Spojené království Velké Británie a Severního Irska

Počet stran výsledku

14

Strana od-do

2117-2130

Kód UT WoS článku

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EID výsledku v databázi Scopus

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