Dual leadership in Chinese schools challenges executive principalships as best fit for 21st century educational development

Authors

Christine Cunningham, Edith Cowan UniversityFollow
Wei Zhang, Edith Cowan UniversityFollow
Michelle Striepe, Edith Cowan UniversityFollow
David Rhodes, Edith Cowan UniversityFollow

Document Type

Journal Article

Publication Title

International Journal of Educational Development

Volume

89

Publisher

Elsevier

School

School of Education / Graduate Research

RAS ID

43583

Comments

This is an Authors Accepted Manuscript version of an article published by Elsevier, at https://doi.org/10.1016/j.ijedudev.2021.102531

Cunningham, C., Zhang, W., Striepe, M., & Rhodes, D. (2022). Dual leadership in Chinese schools challenges executive principalships as best fit for 21st century educational development. International Journal of Educational Development, 89, article 102531.

https://doi.org/10.1016/j.ijedudev.2021.102531

Abstract

This paper examines China's dual leadership model and compares it with the more traditional (western) single leader model. It addresses an important question in educational leadership: whether singular school leadership or a dual leadership is better? It is innovative as it mobilised an international research team to collect data from 115 Chinese school leaders and compare China's dual leadership with faith-based schools in other contexts. Given so much now is written about distributed leadership within and across schools, this paper offers valuable insights, especially for readers interested in the educational leadership practices of a rising global power.

DOI

10.1016/j.ijedudev.2021.102531

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.