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March 25, 2026Educational Management Administration & LeadershipOpen Access

Principal's post-observation conversations in China: Exploring interpersonal effectiveness through a theory of action lens

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Authors

YCYuan ChaiCSClaire SinnemaACAngel Chan

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Overview

Qualitative study explores how principals' interpersonal effectiveness impacts post-observation conversations, suggesting cultural influences.

Key Points

  • This research investigates how Chinese principals' interpersonal effectiveness impacts their post-observation conversations with teachers.
  • Conducted a qualitative study in four schools in an urban region of China.
  • Explored principals' approaches to post-observation conversations and the constraints influencing these interactions.
  • Utilized the Theory of Action framework to analyze findings.
  • Principals often controlled the identification of problems during conversations rather than collaborating with teachers.
  • This approach resulted in misunderstandings and limited instructional improvement.
  • Cultural values influenced principals' reasoning and behaviors in interpersonal interactions.

Cite This Study

Chai et al. (2026) studied this question.

synapsesocial.com/papers/69c37adcb34aaaeb1a67cc7ehttps://doi.org/10.1177/17411432261435065
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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. 2Balancing Tradition, Reform, and Constraints: A Study of Principal Leadership Practices in Chinese Primary Schools2025 · 3 citations
  3. 3Principal instructional leadership: a systematic review of China 2014-20242025
  4. 4Principal Leadership Styles and Multidimensional School Management Outcomes in Urban Secondary Schools in Eastern China2026
  5. 5Addressing Challenges in Practicing Authentic Leadership: Insights from Principals of High-Performing Secondary Schools in Guangdong, China2026