Since 1990 school leadership training has been conducted in China with full funding from government. To attend Qualification Training (pre-service training) and Enhancement Training (in-service training) is both a right and obligation of school principals in China. Principals of Key Schools have extra privilege to receive Advanced Training of school leadership. This thesis investigates three aspects of school leadership training in China, i.e. its organization, curriculum and evaluation.
School leadership is used as an umbrella notion for educational leadership and educational management. Culture is argued to play a framing role in the unfolding and comprehension of leadership, thus crucial for the study of school leadership. This thesis attempts to observe and analyze school leadership training in China with a cultural perspective. To understand school leadership training in China, globalization is discussed as an important dimension of its global culture, and then the particularities of China¡¯s national and organizational culture and their implications are analyzed in detail.
Educational authorities have played a triple role in school leadership training, namely, the imposer, sponsor and supervisor. Powers fall chiefly on the authorities at central and provincial levels. National curricula have been issued, while local adaptations are encouraged. Evaluation of trainees is completed by training institutions with hardly felt intervention by educational authorities. Training programs and institutions are evaluated by local authorities. The Province of Shandong has established its own rules and made adaptation in its practice of school leadership training. Analysis on it is made based on data from case study.