Leading Learning in the Asian School Context: The Case of Taiwan

• In Event: 54.080 - Roundtable Session 22
  In Roundtable Session: 54.080-9 - Policy Effects on Leaders in International Contexts

Abstract

Conforming to global trends in educational development, the Taiwanese government has since the 1990s instituted reforms to decentralize the education system. Entering the 2010s, international assessments on student learning has enhanced school accountability and instigated concerns regarding how students should acquire key competencies. The new literacy-based Curriculum Guideline for the twelve-year basic education in Taiwan is a response to the international discourse, as teachers are expected to take on a facilitator role and students become self-directed learners. The impact brought on by this new paradigm has inevitably imposed challenges for principals. This paper examines Taiwanese school leadership practices under the social context of credentialism, deregulation of government control, and the promotion of teaching and learning.

Authors

• Hui-Ling Wendy Pan, Tamkang University

• Fong-Yee Nyeu, TamKang University

• Shu-Huei Cheng, National Taiwan Normal University