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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/103261

    Title: Principal instructional leadership in Taiwan: Lessons from two decades of research
    Authors: Hui-Ling Pan;Fong-Yee Nyeu;June S. Chen
    Contributors: 淡江大學教育政策與領導研究所
    Keywords: Taiwan;Instructional leadership;Principal leadership
    Date: 2015-06
    Issue Date: 2015-06-03 11:51:02 (UTC+8)
    Publisher: Emerald Group Publishing Limited
    Abstract: Purpose – The purpose of this paper is to examine how instructional leadership, a concept imported
    from Western scholarship, has been conceptualized in the Taiwanese context and how principal
    instructional leadership is realized in schools. The development trajectory of principal instructional
    leadership is delineated by examining empirical studies in the past two decades.
    Design/methodology/approach – This paper adopts an exploratory approach to review the
    Taiwanese empirical literature on principal instructional leadership. A total of 80 studies were
    systematically analyzed and common themes were identified.
    Findings – This paper finds that a hybrid model of the conceptualization of instructional leadership
    has been developed in Taiwan. Principals performed more indirect than direct leadership behaviors.
    A gap exists between the ideal instructional leader and the reality.
    Research limitations/implications – The development of a formal theory of instructional
    leadership is expected as various substantive theories are developed and more data are accumulated.
    To yield the desired outcome of knowledge acceleration, the coordination of research efforts across
    scholars and institutions is a must.
    Practical implications – The articles reviewed suggest less effort spent by principals on the
    teachers. Yet with a national promotion of teacher learning community, as well as cooperative and
    collaborative learning in recent years, principal instructional leadership behaviors are expected to rise
    in terms of ensuring instruction quality and professional development.
    Originality/value – This paper is an attempt to accumulate knowledge about principal instructional
    leadership in Taiwan. It is a contribution to the exploration of indigenous perspectives and practices
    and the understanding and building of educational leadership in Asia.
    Relation: Journal of Educational Administration, 53(4), p.492-511
    DOI: 10.1108/JEA-01-2014-0006
    Appears in Collections:[教育政策與領導研究所] 期刊論文

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