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July 20, 2026Review of EducationOpen Access

Principal instructional leadership in China: An integrative review

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Authors

YCYuan ChaiCSClaire SinnemaACAngel Chan

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Overview

Integrative review examines instructional leadership practices in Chinese education, indicating research gaps and implications.

Key Points

  • This review aims to synthesize existing knowledge on instructional leadership in China and identify gaps in the research.
  • Conducted an integrative review of 18 empirical studies published in English between 2010 and 2023.
  • Analyzed qualitative, quantitative, and mixed-method approaches used in the studies.
  • Performed thematic analysis to explore research methodologies, interpretations of instructional leadership, and specific practices such as classroom observation.
  • Predominance of quantitative approaches in exploring variables related to instructional leadership.
  • Limited insights into how Chinese principals navigate instructional leadership within contextual constraints.
  • Highlighting the necessity for further studies on principals' classroom observation practices and feedback to teachers.

Cite This Study

Chai et al. (2026) studied this question.

synapsesocial.com/papers/6a5dba928bd453d3397aba34https://doi.org/10.1002/rev3.70203
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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: a systematic review of China 2014-20242025
  2. 2Teacher leadership in China: a systematic literature review2026
  3. 3Improving teacher professional learning through instructional leadership: For better school climate2025
  4. 4Does Principal Instructional Leadership Promote Teacher Instructional Engagement? Evidence from a Large-Scale Survey in China2026 · 1 citations
  5. 5Principal's post-observation conversations in China: Exploring interpersonal effectiveness through a theory of action lens2026