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Grade A Taipei junior high school principals’ self-reported leadership practices

Kao, Chao-Yuan (2009) Grade A Taipei junior high school principals’ self-reported leadership practices. Professional Doctorate thesis, Queensland University of Technology.

Abstract

The principal’s leadership and curriculum development are considered the core elements for creating a high performing junior high school. In Taiwan, mathematics curriculum reform has been an ongoing topic since 1994. The pedagogy, classroom interactions, and the underlying philosophy of mathematics education have varied with different versions of guidelines. These changes inevitably increase the requirement for principals’ leadership in order to effectively implement the curriculum reform. Principals’ leadership is essential to the success of the implementation in their school. This study aimed to explore and identify the leadership of junior high school principals whose schools had been judged by the Taipei City Government as Grade A junior high schools. Principals’ implementations of the reformed mathematics curriculum were used as examples to generate insights of their leadership. This study drew upon a multiple-case study approach. Data were collected from interviews, observations, and documentations. Bass and Avolio’s (1997) full range leadership theory provided a structure for gaining insight into these principals’ leadership practices. Five Grade A Taipei junior high school principals participated and shared their leadership concepts and experiences. Findings revealed that the leadership preferences of the five principles varied considerably. Management by exception-active, contingent reward, individualised consideration, and idealised influence were Grade A Taipei junior high school principals’ preferred leadership practices. In addition, principals’ leadership strategies associated with these practices were identified. These principals had adopted a range of leadership strategies according to the staff and school needs. Results of this study have implications for both Taiwanese principals and education departments. Principals can enhance their leadership by gaining more understanding about the Grade A principals’ leadership practices and strategies. Taiwanese education departments can improve school leadership training programs by focusing on these practices and strategies, which may also lead to more effective strategies for implementing national curriculum reform.

Impact and interest:

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ID Code: 39153
Item Type: QUT Thesis (Professional Doctorate)
Supervisor: Shield, Malcolm& Hudson, Peter
Keywords: leadership, full range leadership theory, principals’ leadership, junior high school, case study, education, Taiwan, mathematics curriculum reform, principals’ roles and responsibilities, principals’ leadership strategies, implementing the curriculum reform
Divisions: Current > QUT Faculties and Divisions > Faculty of Education
Institution: Queensland University of Technology
Deposited On: 10 Dec 2010 15:32
Last Modified: 29 Oct 2011 06:00

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