Program to Enhance Leadership Literacy of Rural Kindergarten Principals in Guangxi

Zhiyong Meng, Suwat Julsuwan

Abstract


This study examines the leadership literacy of rural kindergarten principals in Guangxi, China, focusing on their administrative, pedagogical, and strategic planning competencies. Despite national initiatives to modernize early childhood education, rural school leaders face challenges in school administration, instructional leadership, and resource management. Using a three-phase research methodology, this study identifies key leadership literacy components, assesses existing and desired literacy levels, and develops a structured intervention program. A survey was conducted with 384 rural kindergarten principals, selected using Yamane’s (1973) sampling formula, to evaluate their leadership literacy levels. Data analysis was performed using SPSS, with a Modified Priority Needs Index (PNI modified) used to identify gaps. The study found significant discrepancies between existing and desired literacy levels, particularly in strategic planning and fostering student-centered learning. Expert validation confirmed the relevance and feasibility of the proposed leadership literacy program, incorporating the 70:20:10 learning model, which balances experiential learning, peer coaching, and formal training. The findings suggest that enhancing leadership literacy is essential for improving early childhood education administration in rural areas. This research contributes to educational policy by proposing a scalable leadership development framework. Future research should explore long-term program impacts and the potential of digital learning platforms to bridge rural-urban disparities in leadership training.


Keywords


Leadership literacy, educational literacy, kindergarten principals, rural education, administrative literacy

Full Text:

PDF

References


Aguliera, E., & Nightengale-Lee, B. (2020). Emergency remote teaching across urban and rural contexts: perspectives on educational equity. Information and Learning Sciences, 121(5/6), 471-478. https://doi.org/10.1108/ILS-04-2020-0100

Andino-González, P., Vega-Muñoz, A., Salazar-Sepúlveda, G., Contreras-Barraza, N., Lay, N., & Gil-Marín, M. (2025). Systematic Review of Studies Using Confirmatory Factor Analysis for Measuring Management Skills in Sustainable Organizational Development. Sustainability, 17(6), 2373. https://doi.org/10.3390/su17062373

Blanchard, M. R., LePrevost, C. E., Tolin, A. D., & Gutierrez, K. S. (2016). Investigating technology-enhanced teacher professional development in rural, high-poverty middle schools. Educational researcher, 45(3), 207-220. https://doi.org/10.3102/0013189X16644602

Bloom, P. J., & Bella, J. (2005). Investment in leadership training: The payoff for early childhood education. Journal of Young Children, 2005(01), 32-40.

Bowers, A. J. (2017). Quantitative research methods training in education leadership and administration preparation programs as disciplined inquiry for building school improvement capacity. Journal of Research on Leadership Education, 12(1), 72-96. https://doi.org/10.1177/1942775116659462

Brown, C. P. (2024). A case study of principals' sensemaking of the learning experiences of kindergarteners and how this appears to affect them as instructional leaders. Journal of School Leadership, 34(3), 259-294. https://doi.org/10.1177/10526846231222516

Clarke, S., & O'donoghue, T. (2017). Educational leadership and context: A rendering of an inseparable relationship. British journal of educational studies, 65(2), 167-182. https://doi.org/10.1080/00071005.2016.1199772

Daniëls, E., Hondeghem, A., & Dochy, F. (2019). A review on leadership and leadership development in educational settings. Educational research review, 27, 110-125. https://doi.org/10.1016/j.edurev.2019.02.003

Duke, D. L. (2015). Leadership for low-performing schools: A step-by-step guide to the school turnaround process. Rowman & Littlefield. https://doi.org/10.5771/9781475810264

Guo, L., Huang, J., & Zhang, Y. (2019). Education development in China: Education return, quality, and equity. Sustainability, 11(13), 3750. https://doi.org/10.3390/su11133750

He, P., & Ho, D. (2017). Leadership for school-based teacher professional development: the experience of a Chinese preschool. International Journal of Leadership in Education, 20(6), 717-732. https://doi.org/10.1080/13603124.2016.1180431

Hong, X., & Tao, X. (2022). Current situation, influencing factors and improvement strategies of rural kindergarten principals' professional accomplishment. Journal of Beijing Institute of Education, 2022(04), 46-50.

Huang, Z., Wang, T., & Li, X. (2015). The political dynamics of educational changes in China. Policy Futures in Education, 14(1), 24-41. https://doi.org/10.1177/1478210315612644

Jillian＆Rodd. (2006). Leadership in early education. (G. Liangjing et al., Trans.). East China Normal University Press.

Kaplan, İ., & Uğurlu, C. T. (2025). Education, Literacy, and Leadership in Challenging Conditions and Emergencies: A Case Study Hatay/Turkey. International Journal of Education and Literacy Studies, 13(1), 259-267. https://doi.org/10.7575/aiac.ijels.v.13n.1p.259

Li, J. (2017). Educational policy development in China for the 21st century: Rationality and challenges in a globalizing age. Chinese Education & Society, 50(3), 133-141. https://doi.org/10.1080/10611932.2017.1330992

Marsh, J. A., & Farrell, C. C. (2015). How leaders can support teachers with data-driven decision making: A framework for understanding capacity building. Educational Management Administration & Leadership, 43(2), 269-289. https://doi.org/10.1177/1741143214537229

Neat, K. J. (2023). Supporting High Quality Reading Instruction in Early Childhood Education: A Collaboration between Instructional Leaders and Teachers. American University.

Rodd, J. (2020). Leadership in early childhood: The pathway to professionalism. Routledge. https://doi.org/10.4324/9781003116295

Somdet, A., & Laoakka, S. (2025). Monks and Their Role in Managing Education in the Northeastern Region of Thailand. International Journal of Education and Literacy Studies, 13(1), 218-223. https://doi.org/10.7575/aiac.ijels.v.13n.1p.218

Wei, W. (2017). Education policy borrowing: Professional standards for school leaders in China. Chinese Education & Society, 50(3), 181-202. https://doi.org/10.1080/10611932.2017.1331012

Yamane, T. (1973) Statistics: An introductory analysis (3rd ed.). Harper and Row.

Yoshikawa, H., Wuermli, A. J., Raikes, A., Kim, S., & Kabay, S. B. (2018). Toward high‐quality early childhood development programs and policies at national scale: Directions for research in global contexts. Social Policy Report, 31(1), 1-36. https://doi.org/10.1002/j.2379-3988.2018.tb00091.x




DOI: https://doi.org/10.7575/aiac.ijels.v.13n.2p.536

Refbacks

  • There are currently no refbacks.


Bookmark and Share


License URL: https://creativecommons.org/licenses/by/4.0/

2013-2025 (CC-BY) Australian International Academic Centre PTY.LTD.

International Journal of Education and Literacy Studies  

You may require to add the 'aiac.org.au' domain to your e-mail 'safe list’ If you do not receive e-mail in your 'inbox'. Otherwise, you may check your 'Spam mail' or 'junk mail' folders.