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Data from one study were collected from seven provinces in south China, while the other focused mainly on the Changsha area in Hunan Province. Using a common survey instrument yet differing time and location, the review argues direct comparisons are limited. It finds principals reported unbalanced workload when managing daily school business, informing educational leadership program planning, daily practice design, and future research.",{"@graph":69,"@context":121},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/an-examination-of-two-studies-on-chinese-principalship-implications-for-educational-planning/602622/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/an-examination-of-two-studies-on-chinese-principalship-implications-for-educational-planning/602622.png","ImageObject",300,407,{"name":92,"@type":93},"pixelkiddo","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":4},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"Why does the paper recommend caution when directly comparing the two studies' findings?","Question",{"text":111,"@type":112},"Although both studies used the same survey instrument, differences in time and study locations make direct comparison inappropriate.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"What workload issue did the review identify for principals in the two studies?",{"text":116,"@type":112},"Principals in the reviewed studies had unbalanced workload, with uneven distribution of effort across daily school business.",{"name":118,"@type":109,"acceptedAnswer":119},"How does the paper connect curriculum reform to principals’ responsibilities?",{"text":120,"@type":112},"The paper describes how reforms required stronger educational supervision and accountability and increased curriculum leadership responsibilities for principals, including curriculum supervision and evaluation.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},602622,1792094982,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":4,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":128,"read_time":41},962090883892,"https://ap-avatar.wpscdn.com/avatar/e00115db34f3e0f11b?x-image-process=image/resize,m_fixed,w_180,h_180&k=1790152879550218658","AN EXAMINATION OF TWO STUDIES ON CHINESE PRINCIPALSHIP: IMPLICATIONS FOR EDUCATIONAL PLANNING  \nDEHUA LIU  \nHunan Normal University  \nTAK CHEUNG CHAN  \nKennesaw State University  \nABSTRACT  \nThe purpose of this paper is to critically review two studies conducted ten years apart to examine the roles and responsibilities of school principals in China. Data of one study were collected from seven provinces of south China while those of the other study were mainly from Changsha area, Hunan Province. Though the same survey instrument was used in both studies for data collection, because of time and location differences, direct comparison offindings tend to be inappropriate. Longitudinal approach of school leadership studies in the future is recommended. Results of this review showed that principals in these two studies had unbalanced workload in distributing their effort in dealing with daily school businesses. The research approaches and findings of these two studies have significant implications for planning of educational leadership programs, planning of daily school practices and planning for future research in school leadership.  \nINTRODUCTION  \nThe traditional roles and responsibilities of principals in modern Chinese schools have been explicitly spelt out in Chinese education literature for years. Representative work of Jiang (1986) and Jiang and Chan (1990) specifically laid out the scope of principals’daily work to include school organization, school law, educational planning, personnel management, school financial operation, curriculum development, instructional supervision, educational evaluation, resource management and school-community relations. School principals are expected of possessing the knowledge and skills needed to work in all aspects of work that confront them every day.  \nHowever, educational development in China has undergone tremendous changes in recent years along with its national open policies in international connections. The announcement of the Outline of Basic Education Curriculum Reform (Ministry of Education, 2001) is to aim at a student-centered policy with innovative educational approaches to include creativity, collaboration, engagement, problem-solving skills and knowledge applications. In addition to following the curriculum guidelines of the Central Government, school leaders are allowed to generate supplementary programs to suit the needs of their students.  \nAll these changes have been taking place and were described by Li Lanqing (2005), China’s former Vice Premier in charge of Education as follows:  \nIn raising educational quality, you must set your eyes on all the students, and do all you can to promote their all-round development, raise teaching standards, improve classroom buildings and the learning environment, buy more equipment and facilities, improve teaching methods and approaches, strengthen school leadership and tighten school supervision, and improve the social environment.  \n(p. 398)  \nThe delivery of the Basic Education Curriculum Reform was not at all smooth in the years following its announcement. A more stringent system of educational supervision and accountability was needed to ensure efficient and effective implementation of the educational reform. School principals had no preparation as curriculum leaders (Su, Adams & Mininberg  \nEducational Planning 5 Vol. 25, No. 1  \n(2000) and were accused for poor curriculum leadership in curriculum implementation (Luo & Xue, 2010). As a result, the Professional Standards of Principals at the Compulsory Education Stage was released in 2013 (Ministry of Education, 2013) . These standards specifically lay out the roles and responsibilities of school principals in the effective delivery of school curriculum. Principalsas instructional leaders have added responsibilities of curriculum supervision and evaluation in addition to other miscellaneous work for school operation. The purpose of this paper is to review the findings of two studie","cbCaif4m3Xhs3W9p","https://ap.wps.com/l/cbCaif4m3Xhs3W9p","pdf",210994,12,"English","# Abstract\n# Introduction\n## Traditional roles and responsibilities\n## Curriculum reform and new leadership expectations\n# Review of Literature on Chinese Principalship\n## Types of School Leadership\n## Leadership Style","[{\"question\":\"Why does the paper recommend caution when directly comparing the two studies' findings?\",\"answer\":\"Although both studies used the same survey instrument, differences in time and study locations make direct comparison inappropriate.\"},{\"question\":\"What workload issue did the review identify for principals in the two studies?\",\"answer\":\"Principals in the reviewed studies had unbalanced workload, with uneven distribution of effort across daily school business.\"},{\"question\":\"How does the paper connect curriculum reform to principals’ responsibilities?\",\"answer\":\"The paper describes how reforms required stronger educational supervision and accountability and increased curriculum leadership responsibilities for principals, including curriculum supervision and evaluation.\"}]","AN EXAMINATION OF TWO STUDIES ON CHINESE PRINCIPALSHIP: IMPLICATIONS FOR EDUCATIONAL PLANNING | PDF"]