Changing Policy, Legislation and Its Effects on Pedagogic Leadership in China

1.IntroductionThe relationship between school development and the changing policy has become critical in modem times, adding to the complexity of school leadership, particularly since China's National Middle and Long Term Talents Development Plan Outline (2010-2020) came into effect. Although there is a significant and growing body of research on school development and educational policy work in compulsory education, the methodology of many recent studies in schools in China is reliant on the relationship between educational input and students' achievement (Li, 2013). Nevertheless, these studies have not offered deep insights into the relationship between changing policy and pedagogic leadership. In contrast, studies have shown that pedagogic leadership is associated with school culture (MacNeill & Cavanagh, 2007), curriculum (Robinson et al, 2009; Their & Aarnitukia, 1994), and engaged learning and teaching and school outcomes (Bush & Glover, 2003; Mulford, 2008; Kruger & Scheerens, 2012). In this respect, educational researchers and policymakers in China have increasingly recognized the crucial role of pedagogic leadership in the compulsory school education system especially in improving teaching and learning as well as ensuring that high quality education reaches the classroom. Every proposal for educational reform and every plan for school improvement have emphasized high quality leadership. The importance of head teachers in attaining high quality leadership is unquestionable. However, few can dispute the fact that 21st century school leaders are finding it difficult to keep up with the pressures inherent in their profession. Therefore, focusing on pedagogic leadership is integral to the development of high quality education in China.2.Purpose and significance of studyThis study considers the research status of pedagogical leadership, including the various viewpoints of conceptualizing pedagogical leadership and its improvement in China. Accordingly, the main purpose of this study is to explore the status of the development of pedagogic leadership in schools providing compulsory education under current educational policies and the relationship between pedagogic leadership and current educational policies. To achieve this purpose, the study is guided by the following research questions:i)What is the status of pedagogic leadership in compulsory education in China?ii) What is the relationship between pedagogic leadership and current educational policy since China's National Middle and Long Term Talents Development Plan Outline (2010-2020) came into effect?iii) Which dimensions of pedagogic leadership are affected by current educational policy in China?3.Literature reviewMost contemporary theories of leadership suggest that leadership cannot be separated from the context in which it is exerted (Leithwood, 2003). Pedagogical leadership applies in situations where there is a synergy between management and the pedagogical touch (Their & Aarnitukia, 1994). All aspects of pedagogical leadership can be distinguished as individual areas of inquiry having inherited theory, instruments and approaches from both research paradigms. However, the research on pedagogic leadership is clearly the stepchild of school education and school management research.3.1 Conceptual background on pedagogical leadershipDelineating a body of concepts of pedagogic leadership requires a more thorough and precise specification of the construct. According to different perspectives, pedagogic leadership can be divided into three categories. The first category considers pedagogic leadership as a learning-centered leadership that supports the development of teachers and students. For instance, researchers have stated that pedagogical leadership could be seen as a blend of supervision, staff development and curriculum development with the aim of improved learning (Their &! …