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July 29, 2025International Journal of Evaluation and Research in Education (IJERE)Open Access

Principal instructional leadership: a systematic review of China 2014-2024

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Authors

HSHua ShihuiAMAzlin Norhaini MansorKJKhairul Azhar Jamaludin

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Overview

Systematic review assesses instructional leadership in Chinese schools, revealing gaps in curriculum management and highlighting the need for professional development.

Key Points

  • Chinese principals effectively define their school mission and vision, showcasing strong leadership skills.
  • Analysis of 483 publications identified three main themes in instructional leadership practices in China.
  • Findings indicate limited involvement of principals in curriculum management, which could impact teaching quality.
  • The study emphasizes the necessity for targeted professional development to enhance principals' leadership abilities.

Cite This Study

Shihui et al. (2025) studied this question.

synapsesocial.com/papers/689a093fe6551bb0af8cecd3https://doi.org/10.11591/ijere.v14i4.33641
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Also Consider

Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context:

  1. 1Principal instructional leadership in China: An integrative review2026
  2. 2Teacher leadership in China: a systematic literature review2026
  3. 3Does Principal Instructional Leadership Promote Teacher Instructional Engagement? Evidence from a Large-Scale Survey in China2026 · 1 citations
  4. 4Balancing Tradition, Reform, and Constraints: A Study of Principal Leadership Practices in Chinese Primary Schools2025 · 3 citations
  5. 5How do China’s national-level teacher leaders perceive and improve their instructional leadership? A case study2024 · 1 citations