By Roger Shouse, Kuan-Pei Lin
Up to now twenty years, Taiwan's Ministry of schooling has answered to globalization through restructuring institution curricular, tutorial, and selection making practices alongside western traces in an try and reach legitimacy at the international degree. for this reason, Taiwanese principals, as soon as kings inside of their faculties, now needs to proportion strength with different institution stakeholders. within the method, those principals are held accountable for enforcing reform measures that have a tendency to break belief and self belief within the method between neighborhood stakeholders simply because they minimize opposed to longstanding social and organizational norms. crucial management in Taiwan faculties examines principals' adjustment to their new management function, highlighting the pervasive tensions among collegial varieties of management with extra authoritative, top-down types universal to East Asian countries.Such dilemmas have gotten more and more universal, not just in Taiwan yet in different countries together with the U.S. Shouse and Lin learn them in accordance with a overview of Taiwan's prior and up to date background of college reform, important interviews, and faculty observations. The authors' wisdom and event as researchers and academics in Taiwan's academic method let them supply insightful views on tips on how to stability this precarious shift of strength.
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It can thus be said that ling-dao emanates from a framework of formal authority and legitimized power. But because it means “guide” as well as “govern,” and not simply to use “force” (li-liang), ling-dao also requires wisdom, strength, integrity, and respect. For centuries in China, a key leadership challenge therefore was to use these qualities to achieve an effective balance or synthesis of authoritarian and humanistic forms of social control. Writing on the subject of Chinese culture and leadership, Wong (2001) suggests that in contrast to the ancient Greeks, who sought the elimination of contradiction through logical reasoning, Chinese philosophers recognized and accepted contradiction as a “driving force”—a source of harmony and opportunity for action.
This explanation fits with the traditional Taiwanese image of a good principal: when teachers all understand the nature of their mission and the skills needed to fulfill it, the “good principal” is one who approaches his 32 Chapter Two or her responsibility from a more symbolic, moral, or human-relations basis. There is less need, and less desire among teachers, for the principal to take a task-oriented approach or to function as an “instructional leader” in anything other than a very general way.
Egged on by his fellow officers, the ship’s executive officer eventually relieves the captain of his command due to his ineptitude and panic during a catastrophic typhoon. Court-martialed for mutiny, the executive officer and the junior officer who aided him escape conviction when the skillful judge advocate’s tough questioning reveals the captain’s paranoiac mental state. ”1 The key point here is that notwithstanding the rigidity of organizational hierarchy, sailors, soldiers, and teachers have some obligation to respectfully challenge or remonstrate to their superiors—that is, to engage in attempted leadership upward through the chain of command.
Principal Leadership in Taiwan Schools by Roger Shouse, Kuan-Pei Lin