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    Title: Leading School for Learning: Principal Practices in Taiwan
    Authors: Pan, Hui-Ling Wendy;Nyeu, Fong-Yee;Cheng, Shu-Huei
    Keywords: Taiwan;Principal leadership;Leadership for learning
    Date: 2017-03-01
    Issue Date: 2017-07-18 02:10:13 (UTC+8)
    Publisher: Emerald Publishing Limited
    Abstract: Purpose
    The purpose of this paper is to discuss how principals in Taiwan lead student and teacher learning at a time of leadership and learning paradigm shifts and the imminent implementation of the curriculum guideline for 12-year basic education.

    Design/methodology/approach
    This study interviewed 32 elementary and junior high school principals purposively sampled based on reputation and recommendation from senior principals and government officials.

    Findings
    As a society which values credentialism, principals in Taiwan face challenges in executing the vision of educating student as a whole person. The authors discuss how principals are solidifying whole person education as the espoused value, how they are enforcing school-based curriculum and effective instruction, and encouraging teacher professional learning. Principals are sharing power by recruiting stakeholders’ participation in guiding school development and enacting distributed leadership, while also building relationship as social capital and soliciting support from the community to establish the conditions to improve teaching and learning.

    Research limitations/implications
    This paper highlights how principal practices are evolving in a time of changing conception of learning from academic achievement to multiple competencies and the shifting paradigm of power from participatory decision making to distributed leadership. This paper ends with a discussion on how leadership for learning (LfL) as a community engagement has emerged.

    Practical implications
    With the shifting of the concept and paradigm of learning, principals in a high power distance society like Taiwan are now facing opportunities as well as challenges to lead teachers to engaging students in inquiry and collaboration.

    Originality/value
    This paper highlights the indigenous practices of principal LfL in a high-performing East Asian education system in a time of changing notions of learning and leadership.
    Relation: Journal of Educational Administration 55(2), p.168-185
    DOI: 10.1108/JEA-06-2016-0069
    Appears in Collections:[教育政策與領導研究所] 期刊論文

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