Improving Education in Confucian Countries through Analysis of Organizational Challenges, Leadership, and Responsibilities

Journal of International Education and Leadership. 432 Rittiman Road, San Antonio, Texas 78209. Tel: 210-519-9870; e-mail: editor@jielusa.org; Web site: http://www.jielusa.org

Y

13

Confucianism; Educational Philosophy; Instructional Leadership; Asian Culture; Educational History; Educational Change; Educational Administration; Teacher Empowerment; Achievement Tests; Foreign Countries; International Assessment; Secondary School Students; Comparative Education; Leadership Role; Barriers; Leadership Training; Student Needs; Administrator Attitudes; Teacher Attitudes; Teacher Student Relationship

Hong Kong; China; South Korea; Singapore; United States; Japan

2161-7252

While common philosophical foundations influence instruction and leadership in East Asian nations, variable historical factors also significantly impact education within these countries. The current study was designed to holistically examine educational systems in different Confucian contexts, so that contemporary issues and necessary reforms may be identified. Aspects of leadership, organizational responsibilities, and educational challenges were analyzed using the Program for International Student Assessment (PISA). Results suggest that new types of leadership are needed to empower administrators and teachers in East Asian countries. Such reforms cannot become successful, however, unless innovative techniques are developed which adapt Western theories to the highly defined status hierarchies of Confucian societies.

As Provided

21

2017

EJ1135338