The changing nature of the work of Chinese school principals in the wake of national curriculum reform

The purpose of the article is to explain shifts in the priorities and work practices of Chinese school principals in response to national curriculum reform. The research focused on three school case studies based on semi-structured interviews with the principals of the three schools and focus group interviews with the senior management teams, department heads and classroom teachers in each of the schools. Supplementary evidence was obtained from school documentary sources and informal observations. The results of the study indicate a shift of school principal priorities and work practices from routine administration to the leadership of external relations and networking; teaching staff and teaching quality; and curricular and pedagogical change. The conclusions indicate broad commonalities in leadership purpose towards these three objectives, but also indicate significant differences related to leadership style and organisational context. The findings contribute to a deeper international understanding of changing school principal work practices and priorities