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The implementation of national educational reform in China calls for newer and stronger school administration. Recognizing the need to establish a knowledge base for leadership development, we employ a set of existing US professional standards for educational leaders as a frame of reference to unpack the complex role of Chinese superintendents. Using data collected from two surveys administered to more than 200 Chinese superintendents in 2007, we find that many indicators of leadership considered essential in the United States are also viewed as necessary for effective superintendency in China. Feedback from the superintendents also points out gaps between what is perceived as important and what is in practice. This article contributes to the efforts of building meaningful global dialogues among researchers and practitioners on developing a new generation of education administrators. (Contains 3 figures, 4 tables, and 6 footnotes.)

Choice schools provide a unique laboratory where variation in governance and management structure is predicted. We examine the results from principal surveys from traditional and choice public schools, and compare challenges faced by principals and their leadership practice. Analyses show that while differences across school types are small, there are noteworthy variations among different types of charter schools. Our study broadens the understanding of school leadership in a choice environment by examining not only the association between leadership practices and school types, but also the influence of school management structures on instructional development beyond school type differences. (Contains 6 notes and 5 tables.)

This article examines the essential role of school principals in China's "Quality-Oriented Education" national reform movement. Keeping China's cultural and historical context in mind, and taking into consideration the impact of political and societal forces on the nation, we discuss the major challenges faced by Chinese schools, specifically the rising demand for a new generation of school leaders. To address this issue we conduct a critical review of the existing principal evaluation and training systems in China. From this data we then propose a framework of strategic directions for systemic professional development for school leaders. (Contains 3 figures, 3 tables, and 1 footnote.)

An introduction is presented in which the authors discuss the topics of articles in the 2012 issue, including school leadership, education policy, and educational change in East Asian school systems.

This article examines the essential role of school principals in China's “Quality-Oriented Education” national reform movement. Keeping China's cultural and historical context in mind, and taking into consideration the impact of political and societal forces on the nation, we discuss the major challenges faced by Chinese schools, specifically the rising demand for a new generation of school leaders. To address this issue we conduct a critical review of the existing principal evaluation and training systems in China. From this data we then propose a framework of strategic directions for systemic professional development for school leaders. [ABSTRACT FROM PUBLISHER]