Qualitative Analysis of the Construction of the Leadership Model of Principals in Small-Scale Rural Schools in China-Exploration Based on Grounded Theory
DOI:
https://doi.org/10.60027/ijsasr.2023.3455Keywords:
Grounded Theory;, Small-scale Rural Schools in China; , Principal Leadership; , Qualitative AnalysisAbstract
Background and Aims: There are a huge number of rural small-scale schools in China, and they have “normally existed”. After entering the new era, its core value positioning is to meet the high-quality education needs of the people who want to go to a good school nearby. This study aims to understand the leadership improvement mechanism of small-scale rural school principals in China
Materials and methods: This study interviewed 12 small-scale rural school principals in G City, J Province, China, and coded the collected original data with the grounded theory.
Results: The results show that the influencing factors of the leadership of small-scale rural school principals in China: are personal level, school level, family level, and social level.
Conclusions: This study constructed the leadership improvement mechanism of small-scale rural school principals in China.
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