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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: Pan, Hui-Ling Wendy;Nyeu, F. Y.;Chen, June S.
    Chen, J.
    Contributors: 淡江大學教育政策與領導研究所
    Date: 2015-06-25
    Issue Date: 2015-06-03 11:51:02 (UTC+8)
    Publisher: Bingley: 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.

    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.

    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 is 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 is expected to rise in terms of ensuring instruction quality and professional development.

    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)
    Appears in Collections:[教育政策與領導研究所] 期刊論文

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