Haiyan Qian
Biographic Data
| ID | 4598301 |
|---|---|
| NAME | Haiyan Qian |
| GIVEN NAMES | Haiyan |
| FAMILY NAME | Qian |
| SIGNATURE | QIAN H |
| AFFILIATIONS | Education University of Hong Kong |
| ORCID | 0000-0002-5810-3577 |
| VERIFIED | Yes |
| TOTAL WORKS | 18 |
| TOTAL CITATIONS | 29 |
| WORKS AS AUTHOR | 18 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
A systematic review of research on school leadership in Hong Kong, 2015–2025
Exploring the network leadership practice of Master Principal Studio hosts in China
The Master Principal Studio (MPS) in China is a key component of the Leading Program for Excellent Principals ( ming xiaozhang gongcheng ). In this initiative, outstanding principals are selected and endorsed by official authorities to establish studios, where they serve as hosts. Junior principals and middle leaders join these studios as members, participating in collaborative learning experiences. MPS fosters a network of schools, connecting pr…
The occurrence and influence of multi-intergenerational learning among teachers
Principal succession in China
Principal succession has gained heightened importance globally due to shortages and frequent turnover of school leaders. We argue that unique leadership strategies are needed to ensure a smooth transition and school improvement. This study aimed to develop and validate a measure for principal leadership during this crucial time. Using a multi-step scale development process, the researchers first identified five potential dimensions of succession …
The state of research on educational leadership in Mainland China
In recent decades, international journals have shown increasing interest in educational leadership in Mainland China. However, few systematic reviews have evaluated this field's current state of research. This study addresses this gap by analyzing 236 articles published between 1991 and 2024, using bibliometric and content analyses. It examines publication trends, research topics, methodologies, theoretical frameworks, and the use of existing the…
Contextualizing System Leadership in China
As inter‐school collaboration becomes a key strategy for educational improvement, the role of system leaders in sustaining such efforts has drawn increasing attention. Yet empirical research in the Chinese context remains limited. This study examines how system leaders facilitate sustainable inter‐school collaboration in China’s Greater Bay Area, focusing on a successful long‐term school partnership established under the government‐supported Sist…
Developing teacher professional capital
The concept of ‘professional capital’, which consists of human, social, and decisional capital, has been adopted in many countries to guide teacher development and school practice. However, more empirical research needs to be conducted to understand the concept in the Chinese context. The study investigates how teachers accumulate their professional capital in Master Teacher Studios (MTSs), a cross‐school teacher professional learning community i…
Boundary-spanning practices of system leaders in China
There is currently considerable interest in system leadership and how it can support school change at scale. System leadership aims to move learning beyond school boundaries through leveraging experience and expertise. The success of system leadership depends on how key educational players can move effectively between and across traditional educational boundaries. China's education system has long-established system infrastructure to support boun…
The ‘Double-Reduction’ Education Policy in China
In July 2021 the Chinese Government unexpectedly released what has become known colloquially as the ‘Double-Reduction’ policy. The policy decreed the reduction of homework pressure on students and greater control of private tutorial companies. In this paper, we set out to understand why the Chinese central government launched the ‘Double-Reduction’ policy in mid−2021 by using narratives to analyse the three most circulated explanations for the po…
Running schools on two legs
Becoming a teacher leader
As an acknowledged example of a carefully structured teacher learning system, Shanghai has a long tradition of using expert teachers to drive teacher learning both within and across schools. This article tracks the work voyages of eight expert teachers in Shanghai using three forms of capital. The purpose of the paper is to explore how these teachers obtained and accumulated their human, social and symbolic capital from when they entered the prof…
Master teachers as system leaders of professional learning
Purpose This study aims to describe and analyze an innovative mechanism of teacher-led, system-wide professional learning that has been widely adopted since the beginning of the twenty-first century in China – the Master Teacher Studio (MTS). Design/methodology/approach This paper drew from policy documents, published Chinese literature relating to MTSs and personal fieldwork experience in Shanghai, Guangdong and Zhejiang province. Findings The a…
Developing a model of instructional leadership in China
This paper explores instructional leadership practices in China. It has three interrelated purposes. The first purpose is to report data which contributes insights into how Chinese principals understand and enact instructional leadership. The second purpose is to examine how the societal context impacts the enactment of leadership and the third is to suggest implications for international understandings of successful school principalship. The stu…
School principalship in China
This chapter attempts to depict a collective portrait of Chinese school principals. Drawing on empirical studies and literature reviews that the author and her research team have carried out in the past few years, the chapter can provide some initial answers to three questions: What are the major expectations of school principals in China? What repertoire of leadership skills is shared by Chinese principals? What sociocultural factors shape schoo…
Principal Instructional Leadership
Considered as the most noticeable leadership approach in improving teaching and learning capacities of schools, instructional leadership begins attracting another wave of research attention. However, empirical evidence on instructional leadership practice of Chinese samples is rare in both English and Chinese literature, leaving the question of how Chinese principals practice instructional leadership largely unanswered. The authors aimed to devel…
The education of migrant children in Shanghai
Reform Disconnection in China
This article examines many of the frustrations associated with implementing education reforms in mainland Chinese schools. Our basic argument is that when taken individually, many of the recent reforms are beneficial, but when parceled together and thrust hastily at schools, they are unwieldy and disconnected. We suggest that the inability of the reforms to impact schools is due in large part to their lack of sufficient connection to the reality …
Secondary school principals in curriculum reform
The education of migrant children in Shanghai
Developing a model of instructional leadership in China
This paper explores instructional leadership practices in China. It has three interrelated purposes. The first purpose is to report data which contributes insights into how Chinese principals understand and enact instructional leadership. The second purpose is to examine how the societal context impacts the enactment of leadership and the third is to suggest implications for international understandings of successful school principalship. The stu…
The ‘Double-Reduction’ Education Policy in China
In July 2021 the Chinese Government unexpectedly released what has become known colloquially as the ‘Double-Reduction’ policy. The policy decreed the reduction of homework pressure on students and greater control of private tutorial companies. In this paper, we set out to understand why the Chinese central government launched the ‘Double-Reduction’ policy in mid−2021 by using narratives to analyse the three most circulated explanations for the po…
Reform Disconnection in China
This article examines many of the frustrations associated with implementing education reforms in mainland Chinese schools. Our basic argument is that when taken individually, many of the recent reforms are beneficial, but when parceled together and thrust hastily at schools, they are unwieldy and disconnected. We suggest that the inability of the reforms to impact schools is due in large part to their lack of sufficient connection to the reality …
Developing teacher professional capital
The concept of ‘professional capital’, which consists of human, social, and decisional capital, has been adopted in many countries to guide teacher development and school practice. However, more empirical research needs to be conducted to understand the concept in the Chinese context. The study investigates how teachers accumulate their professional capital in Master Teacher Studios (MTSs), a cross‐school teacher professional learning community i…
Boundary-spanning practices of system leaders in China
There is currently considerable interest in system leadership and how it can support school change at scale. System leadership aims to move learning beyond school boundaries through leveraging experience and expertise. The success of system leadership depends on how key educational players can move effectively between and across traditional educational boundaries. China's education system has long-established system infrastructure to support boun…
Secondary school principals in curriculum reform
Reform Disconnection in China
This article examines many of the frustrations associated with implementing education reforms in mainland Chinese schools. Our basic argument is that when taken individually, many of the recent reforms are beneficial, but when parceled together and thrust hastily at schools, they are unwieldy and disconnected. We suggest that the inability of the reforms to impact schools is due in large part to their lack of sufficient connection to the reality …
The education of migrant children in Shanghai
School principalship in China
This chapter attempts to depict a collective portrait of Chinese school principals. Drawing on empirical studies and literature reviews that the author and her research team have carried out in the past few years, the chapter can provide some initial answers to three questions: What are the major expectations of school principals in China? What repertoire of leadership skills is shared by Chinese principals? What sociocultural factors shape schoo…
Principal Instructional Leadership
Considered as the most noticeable leadership approach in improving teaching and learning capacities of schools, instructional leadership begins attracting another wave of research attention. However, empirical evidence on instructional leadership practice of Chinese samples is rare in both English and Chinese literature, leaving the question of how Chinese principals practice instructional leadership largely unanswered. The authors aimed to devel…
Developing a model of instructional leadership in China
This paper explores instructional leadership practices in China. It has three interrelated purposes. The first purpose is to report data which contributes insights into how Chinese principals understand and enact instructional leadership. The second purpose is to examine how the societal context impacts the enactment of leadership and the third is to suggest implications for international understandings of successful school principalship. The stu…
Master teachers as system leaders of professional learning
Purpose This study aims to describe and analyze an innovative mechanism of teacher-led, system-wide professional learning that has been widely adopted since the beginning of the twenty-first century in China – the Master Teacher Studio (MTS). Design/methodology/approach This paper drew from policy documents, published Chinese literature relating to MTSs and personal fieldwork experience in Shanghai, Guangdong and Zhejiang province. Findings The a…
Becoming a teacher leader
As an acknowledged example of a carefully structured teacher learning system, Shanghai has a long tradition of using expert teachers to drive teacher learning both within and across schools. This article tracks the work voyages of eight expert teachers in Shanghai using three forms of capital. The purpose of the paper is to explore how these teachers obtained and accumulated their human, social and symbolic capital from when they entered the prof…
Running schools on two legs
The ‘Double-Reduction’ Education Policy in China
In July 2021 the Chinese Government unexpectedly released what has become known colloquially as the ‘Double-Reduction’ policy. The policy decreed the reduction of homework pressure on students and greater control of private tutorial companies. In this paper, we set out to understand why the Chinese central government launched the ‘Double-Reduction’ policy in mid−2021 by using narratives to analyse the three most circulated explanations for the po…
Principal succession in China
Principal succession has gained heightened importance globally due to shortages and frequent turnover of school leaders. We argue that unique leadership strategies are needed to ensure a smooth transition and school improvement. This study aimed to develop and validate a measure for principal leadership during this crucial time. Using a multi-step scale development process, the researchers first identified five potential dimensions of succession …
The state of research on educational leadership in Mainland China
In recent decades, international journals have shown increasing interest in educational leadership in Mainland China. However, few systematic reviews have evaluated this field's current state of research. This study addresses this gap by analyzing 236 articles published between 1991 and 2024, using bibliometric and content analyses. It examines publication trends, research topics, methodologies, theoretical frameworks, and the use of existing the…
Contextualizing System Leadership in China
As inter‐school collaboration becomes a key strategy for educational improvement, the role of system leaders in sustaining such efforts has drawn increasing attention. Yet empirical research in the Chinese context remains limited. This study examines how system leaders facilitate sustainable inter‐school collaboration in China’s Greater Bay Area, focusing on a successful long‐term school partnership established under the government‐supported Sist…
Developing teacher professional capital
The concept of ‘professional capital’, which consists of human, social, and decisional capital, has been adopted in many countries to guide teacher development and school practice. However, more empirical research needs to be conducted to understand the concept in the Chinese context. The study investigates how teachers accumulate their professional capital in Master Teacher Studios (MTSs), a cross‐school teacher professional learning community i…
Boundary-spanning practices of system leaders in China
There is currently considerable interest in system leadership and how it can support school change at scale. System leadership aims to move learning beyond school boundaries through leveraging experience and expertise. The success of system leadership depends on how key educational players can move effectively between and across traditional educational boundaries. China's education system has long-established system infrastructure to support boun…
A systematic review of research on school leadership in Hong Kong, 2015–2025
Exploring the network leadership practice of Master Principal Studio hosts in China
The Master Principal Studio (MPS) in China is a key component of the Leading Program for Excellent Principals ( ming xiaozhang gongcheng ). In this initiative, outstanding principals are selected and endorsed by official authorities to establish studios, where they serve as hosts. Junior principals and middle leaders join these studios as members, participating in collaborative learning experiences. MPS fosters a network of schools, connecting pr…
The occurrence and influence of multi-intergenerational learning among teachers
Political science (13 works) · Sociology (13 works) · China (10 works) · Pedagogy (8 works) · Teacher Education and Leadership Studies (7 works) · Computer Science (6 works) · Law (6 works) · Psychology (6 works) · Public relations (6 works) · Educational leadership (5 works)