A Comparative Study of Principals’ Roles, Responsibilities, Time Allocations, and Pedagogical Beliefs: The United States and China

• In Event: Poster Session 4
  In Poster Session: International Studies SIG Poster Session

Abstract

This study draws on data from two major projects. The U.S. data are obtained from 197 principals from 62 school districts in two states. The Chinese sample of 65 principals was purposefully selected from districts surrounding Beijing. The purpose of this survey is to determine if there are differences in principals’ roles, responsibilities, tasks and beliefs in the two countries. Compared to their U.S. counterparts, Chinese principals reported spending much less time on student behavior problems and more time on teaching, professional development and internal administrative tasks. U.S. principals reported spending more time on other activities and presenting the school in the community. Chinese principals’ pedagogic beliefs are more aligned with direct instruction whereas U.S. principals have a constructivist perspective.

Authors

• Neelam Kher, Michigan State University

• Yehui Wang, Beijing Normal University

• William H. Schmidt, Michigan State University

• Richard T. Houang, Michigan State University

• Na Yu, Beijing Normal University