Development of a Leadership Competency Model for Principals in Primary Schools in Shanghai, China

The effective running of schools requires principals to possess leadership competence. In the Chinese context, the selection of principals is based on criteria established by the government, not necessarily the demonstration of leadership ability. Therefore, school principals may still need to enhance their leadership competencies. The goal of this study is to create a leadership competency model specifically for primary school principals in Shanghai. The study was structured around four key objectives: 1) To determine the leadership competencies needed for primary school principals; 2) To determine the factors that affect principal leadership competency development in primary schools in Shanghai; 3) To find the gap between current and needed leadership competencies for primary school principals in Shanghai; and 4) To develop a model of leadership competencies for primary school principals in Shanghai. We used an exploratory mixed-methods design, utilizing both interviews with principals and a survey of 1,113 teachers. The qualitative content analysis revealed eight competencies from the literature: collaboration, communication, educational administration, time management, adaptability, diversity and inclusion, self-awareness, and well-being. Factors that affect competency development were discovered during interviews with principals. Results of the Priority Needs Index (PNI) found that the top three competencies in need of development were collaboration, communication, and educational administration competence. Expert intuition facilitated the development and validation of a model. This model aims to serve as a guide for primary school principals in Shanghai, enhancing their leadership competencies.