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A Phenomenological Exploration of U....

Xie, Shuzhen,

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A Phenomenological Exploration of U.S. School Principal Preparation in Leading Mandarin Chinese Immersion Programs /

Record Type:	Electronic resources : Monograph/item
Title/Author:	A Phenomenological Exploration of U.S. School Principal Preparation in Leading Mandarin Chinese Immersion Programs // Shuzhen Xie.
Author:	Xie, Shuzhen,
Description:	1 electronic resource (246 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 86-01, Section: A.
Contained By:	Dissertations Abstracts International86-01A.
Subject:	Educational leadership. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31486552
ISBN:	9798383570463

A Phenomenological Exploration of U.S. School Principal Preparation in Leading Mandarin Chinese Immersion Programs /
Xie, Shuzhen,

A Phenomenological Exploration of U.S. School Principal Preparation in Leading Mandarin Chinese Immersion Programs /Shuzhen Xie. - 1 electronic resource (246 pages)

Source: Dissertations Abstracts International, Volume: 86-01, Section: A.

This qualitative phenomenological study explores U.S. principals' challenges, successes, and best practices in leading Mandarin Chinese immersion programs in high-need rural schools in a Midwestern state. The study addresses cultural efficiency, increasing student enrollment through principalship preparation, and attracting the interest of parents and students. Purposive and snowball sampling associated with semi-structured interview protocols were used to interview 12 participants (N=12), including 10 females and two males. Participants included two elementary principals, two secondary principals, one administrative assistant, one paraprofessional, three English language arts teachers for Mandarin Chinese immersion program, and three native Mandarin Chinese immersion teachers.Findings reveal three major successes for principals: (1) integrating achievement capacity, parental expectations, and language proficiency; (2) offering students more choices with bilingual talents; and (3) creating a unique multicultural learning community. The study identifies three challenges: (1) resource deficiency, (2) human behavioral issues, and (3) cross-cultural communication barriers. Principals need to strengthen (1) cross-cultural competence, (2) professional knowledge for building multicultural communities, and (3) culturally responsive pedagogy and leadership strategies. Best practices include (1) festival celebrations and cultural activities, (2) teamwork, and (3) community support. Three strategies to promote transformational leadership for communities of practice are (1) community engagement, (2) shared vision, knowledge, and resources, and (3) networking and partnership.Future research should explore the role of principals in creating a leadership framework that enhances stakeholder engagement. A longitudinal study should analyze a decade of student learning data in Mandarin Chinese immersion programs to identify factors correlating with academic performance and well-being.

English

ISBN: 9798383570463Subjects--Topical Terms:

529436
Educational leadership.
Subjects--Index Terms:

Parental expectations

A Phenomenological Exploration of U.S. School Principal Preparation in Leading Mandarin Chinese Immersion Programs /
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520 $a This qualitative phenomenological study explores U.S. principals' challenges, successes, and best practices in leading Mandarin Chinese immersion programs in high-need rural schools in a Midwestern state. The study addresses cultural efficiency, increasing student enrollment through principalship preparation, and attracting the interest of parents and students. Purposive and snowball sampling associated with semi-structured interview protocols were used to interview 12 participants (N=12), including 10 females and two males. Participants included two elementary principals, two secondary principals, one administrative assistant, one paraprofessional, three English language arts teachers for Mandarin Chinese immersion program, and three native Mandarin Chinese immersion teachers.Findings reveal three major successes for principals: (1) integrating achievement capacity, parental expectations, and language proficiency; (2) offering students more choices with bilingual talents; and (3) creating a unique multicultural learning community. The study identifies three challenges: (1) resource deficiency, (2) human behavioral issues, and (3) cross-cultural communication barriers. Principals need to strengthen (1) cross-cultural competence, (2) professional knowledge for building multicultural communities, and (3) culturally responsive pedagogy and leadership strategies. Best practices include (1) festival celebrations and cultural activities, (2) teamwork, and (3) community support. Three strategies to promote transformational leadership for communities of practice are (1) community engagement, (2) shared vision, knowledge, and resources, and (3) networking and partnership.Future research should explore the role of principals in creating a leadership framework that enhances stakeholder engagement. A longitudinal study should analyze a decade of student learning data in Mandarin Chinese immersion programs to identify factors correlating with academic performance and well-being.
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