TY - JOUR
T1 - Principals’ perceptions of effective teaching
T2 - A survey of Chinese school principals
AU - Liu, Shujie
AU - Wang, Jian
AU - Liang, Hongmei
N1 - Publisher Copyright:
© Korean Educational Development Institute 2015.
PY - 2015
Y1 - 2015
N2 - Principals’ beliefs of effective teaching presumably shape their efforts to recruit teachers, evaluate teaching quality, support teachers to develop their teaching practices, and nurture the professional environment that promotes high the teaching quality in their schools. Drawing on survey data from 314 Chinese principals, this study examines principals’ perceptions of effective teaching and compares them with those of Chinese teachers and U.S. school principals in the literature. The study found that Chinese principals believed effective teaching practices to be those that align lesson plans with student learning styles, engage students actively in the learning process, offer clear, specific, and timely feedback, treat all students with respect, and maintain a physical and emotional safe environment for learning. These ideas are consistent with Chinese teachers’ perceptions about effective teaching but are clearly differentiated from those of U.S. principals. These perceptions were varied as participants had different years of administrative experiences, worked in urban or rural schools, and in schools with different levels of student performance.
AB - Principals’ beliefs of effective teaching presumably shape their efforts to recruit teachers, evaluate teaching quality, support teachers to develop their teaching practices, and nurture the professional environment that promotes high the teaching quality in their schools. Drawing on survey data from 314 Chinese principals, this study examines principals’ perceptions of effective teaching and compares them with those of Chinese teachers and U.S. school principals in the literature. The study found that Chinese principals believed effective teaching practices to be those that align lesson plans with student learning styles, engage students actively in the learning process, offer clear, specific, and timely feedback, treat all students with respect, and maintain a physical and emotional safe environment for learning. These ideas are consistent with Chinese teachers’ perceptions about effective teaching but are clearly differentiated from those of U.S. principals. These perceptions were varied as participants had different years of administrative experiences, worked in urban or rural schools, and in schools with different levels of student performance.
KW - Chinese teachers
KW - Comparisons
KW - Effective teaching
KW - Principals’ perceptions
KW - U.S. principals
UR - http://www.scopus.com/inward/record.url?scp=84953220682&partnerID=8YFLogxK
M3 - Article
AN - SCOPUS:84953220682
SN - 1739-4341
VL - 12
SP - 225
EP - 250
JO - KEDI Journal of Educational Policy
JF - KEDI Journal of Educational Policy
IS - 2
ER -