Comparing cultures of school leadership effectiveness: rural leadership behaviors between China and the U.S.

Abstract

This study investigates whether rurality characterizes a distinct school leadership domain that transcends national contexts. While previous studies have recognized ways in which school leadership practices impact student learning outcomes, few have examined ways in which rurality, leadership actions, and student learning manifest across different cultural contexts. We compare the actions of rural principals in China and the United States and their impact on student achievement using 2015 PISA data with a two-level hierarchical linear modeling approach. Results suggest that leadership actions are significantly different between countries, with more minor patterns distinguishing rural principals. Results suggests that while the rural principalship is in some ways distinct, it is highly bound within its cultural context. The insights gained from this research can be valuable for developing policies and programs that are culturally sensitive and contextually appropriate to principal needs, and further help define the nature of the rural principalship cross-culturally.