Understanding Chinese Principalship—An autobiographical approach
Bibliographic record
Abstract
Cultural context matters in leadership. Traditions and cultures may saliently impact how leadership is conceptualized and enacted in practice. With the influence of Chinese traditions and culture, particularly Confucianism and Confucian culture, Chinese principal leadership may differ from the dominant leadership approaches that reign in the literature. Therefore, an in-depth understanding of leadership in a Chinese context is long overdue. Informed by an autobiographical approach, this study aims to explore a Chinese principal’s daily leadership practices. Autobiography renders accounts of layered reality, affords access to inner experiences, and unpacks the rationale in decision-making when engaging in the leadership process. The influence of various traditional (particularly Confucian) culture variables is crystalized through the subjective experience of the principal, as articulated in the autobiography and the analysis followed. This study provides an example of how traditional (particularly Confucian) culture permeates into a principal’s daily practice, including how the principal understands his role and deals with guanxi (network of relationships) using leadership tactics.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".