Principal Leadership Qualities and Curriculum Leadership among Selected Rural and Urban Schools: Basis for Development Plan
DOI: 10.23977/aduhe.2023.050201 | Downloads: 19 | Views: 623
Author(s)
Chunai Liu 1
Affiliation(s)
1 Graduate School, Adamson University, 900 San Marcelino Street, Manila, 1000, Philippines
Corresponding Author
Chunai LiuABSTRACT
Over the course of the second half of the 20th century, the topic of principal leadership has gradually become a global discussion[1]. Researchers from different countries have done a wide range of empirical studies and model constructions on primary leadership in connection with regional and global realities. The areas of this research that received the most attention were the practical aspects of principal leadership and its relationship to student development[2]. The seven categories of principle leadership are most closely related to students' academic outcomes, according to a recent meta-analysis, with curriculum, teaching, and evaluation changes being made by principals.
KEYWORDS
Principal Leadership Qualities, Curriculum LeadershipCITE THIS PAPER
Chunai Liu, Principal Leadership Qualities and Curriculum Leadership among Selected Rural and Urban Schools: Basis for Development Plan. Adult and Higher Education (2023) Vol. 5: 1-8. DOI: http://dx.doi.org/10.23977/aduhe.2023.050201.
REFERENCES
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[2] Xu, F., and Chen, J. (2021). K-VPI Principal Curriculum Leadership from the Perspective of Key Competencies: Model Construction and Connotation Interpretation. Nanj. J. Soc. Sci. 11, 149–158.
[3] Yiu, L., and Adams, J. (2020). Reforming rural education in China: understanding principal expectations for rural youth. China Q. 216, 993–1017.
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