| Within the context of school reform and high levels of hierarchical school governance in Taiwan, this study sought to examine: What meaning do school principals in Taiwan attach to the concept of "leadership?" What kind of strategies will principals describe having used for the purposes of implementing reform? Will the strategies they use reflect western models of leadership? To what extent has Taiwan school reform compelled these principals to adopt western modes of leadership?; Fifteen elementary and junior high school principals in Taiwan participated in this study. Qualitative methods using semi-structure interviews and observation were used to collect the data. Related documents provided by principals were collected during the interviews. Data analysis was presented by rich descriptions.; The findings showed that the interviewed principals recognized the importance of principal leadership and that they were influenced by western theories. Education reform has caused principals to rethink and even change their leadership practice. It has also made the principal's job less secure and therefore the principals must rely more on teachers and parents for their professional success. The more westernized leadership strategies used by principals were vision-building, instructional leadership, symbolic leadership, and a balancing of tasks and relationships. Being helpful, responsible, and moral were viewed in ways different than those typically suggested by western leadership theories. Because of school reform, these principals must spend more time dealing with resistance or interference from parents, politicians, and the teachers' association.; Several implications emerged from the findings. Policy makers should take Taiwan schools' current structural arrangements and testing culture into consideration when proposing reform policies. To successfully carry out reform policies, school principals need to know the importance of leadership, share responsibilities with teachers, and communicate with parents and outside school communities. The use of shared-vision, instructional leadership, and symbolic leadership are also highlighted. More training is needed to help teachers and administrators implement the new curriculum. Finally, future studies should look at leadership behaviors of both the principals and teachers, as well as parents' perspectives on principal leadership behaviors and strategies. |
