Thesis (M.A.)--Johnson Bible College, 1999. / Includes bibliographical refereces (leaves 96-100).

published_or_final_version / Social Work / Master / Master of Social Work

published_or_final_version / Social Work / Master / Master of Social Work

published_or_final_version / abstract / Education / Master / Master of Education

There is an enormous, urgent, crucial need for leadership training to support the rapid growth of the Chinese house church. This dissertation examines ten factors that should be considered when outsiders, such as Western missionaries, develop effective strategies: (1) economic and geographic factors, (2) relationship with the TSPM church, (3) cultural and historical factors, (4) Chinese intellectuals, (5) political factors, (6) influence of four leaders, (7) Korean people's role, (8) groups in the house church, (9) women in church leadership, and (10 )effect of the "One-Child Policy." Chapter 1 mainly introduces the dissertation's thesis, the proposal's background, and the research methodology. Each of the ten factors is briefly explained as the thesis, and the purpose is clarified. Chapter 2 presents an early history of the Chinese church, which is divided into three sections: (1) the early history of Christian missions to China, 635-1784; (2) imperialism and Protestant missions to China, 1807-1900; and (3) nationalism and the independent church movement, 1901-1949. Chapter 3 deals with a history of the Chinese house church movement under the Communist regime from 1949 to the present. First, the formation and survival of the Chinese house church movement under Mao Zedong's rule are explained. Next, the growth and current situation of the Chinese house church movement are described. Chapter 4 identifies the urgent need for, and the current situation of, Chinese house church leadership training, compared with those of the TSPM church. Chapter 5, as the dissertation's conclusion, explores the ten factors that should be considered in developing Chinese house church leadership-training strategies. Besides authoritative sources, the survey results are used extensively to support my assumptions. Some effective models are suggested. / This item is only available to students and faculty of the Southern Baptist Theological Seminary. If you are not associated with SBTS, this dissertation may be purchased from <a href="http://disexpress.umi.com/dxweb">http://disexpress.umi.com/dxweb</a> or downloaded through ProQuest's Dissertation and Theses database if your institution subscribes to that service.

It aimed to unveil the practical knowledge shared by Chinese school principals in leading schools. This purpose derived from the specific context of Chinese school education and the international knowledge base of principalship. On the one hand, great importance has been attached to school principals with the implementation of educational reforms in China. The increasingly complex educational context calls for more comprehensive investigation into leadership practices of Chinese principals. On the other hand, few serious studies have delved into principal leadership practices in Chinese schools, compared with the substantial research conducted in Western societies. Thus, there is a need to conduct empirical research to explore the indigenous wisdom of Chinese school principals. / The general purpose consisted of three sub-purposes. First, it aimed to identify the core leadership practices of Chinese principals; second, to investigate how these practices are enacted; and, third, to discover the contextual factors that influence these practices. Accordingly, the study was guided by three broad research questions: (1) What are the core leadership practices of Chinese school principals? (2) How do Chinese principals enact the core leadership practices in schools? (3) Do certain contextual factors relate to these core leadership practices and their enactment? / The study adopted a mixed methods research approach, sequentially integrating a quantitative survey with qualitative interviews. The survey involved 572 practitioners working at secondary schools located in four cities in Mainland China. Valid data were analysed through statistical methods in SPSS 15.0 and LISREL 8.7. The interviews included six secondary school principals and fifteen other school members selected from the relevant focus groups. The qualitative data were analysed through three steps of coding (i.e. open coding, axial coding, and selective coding) in NVivo 8.7. Finally, findings from both methods were compared and combined. The integrated findings suggested that: Chinese school principals adopt six core leadership practices to perform their functions. These are: (1) setting direction (2) shaping school climate and core ideas. (3) developing people (4) managirig instruction and curriculum (5) managing administrative affairs (6) developing external relationships and resources These six interrelated core leadership practices could be grouped into three classifications in accordance with their essential functions. The relationships between the different classifications indicate the theoretical pattern of how the core leadership practices work in schools. Based on this understanding, three specific patterns characterise the enactment of these core leadership practices. (1) Chinese principals put emphasis on both student academic performance and holistic development. (2) Chinese principals adopt a differential pattern ofparticipative decision-making. (3) Chinese principals apply the core leadership practices in a hybrid way that integrates visionary, democratic, exemplary, human-oriented and authoritarian leadership behaviours. Three-levels of contextual factors relate to the core leadership practices of Chinese principals. These factors involve: (1) personal conditions: professional knowledge, perceptions, pursuits and experience and personal capability, values, ethics and personality; (2) internal school conditions: climate, resources and performance, functional units, other school members' conditions and views, and school type, size and location; (3) external context: district authority, administration system, central government's policies, academic pressure, social expectations, local environment, educational conceptions, and mainstream leadership style. Two integrative models are developed through pulling all the research variables together. These models demonstrate the interaction between the core leadership practices and the contextual factors. / These findings suggest the theoretical and practical implications of the study. / This study investigated the core leadership practices of Chinese school principals, how these practices are applied in schools and the contextual factors that relate to these core practices. / Hu, Rongkun. / Advisers: Allan Walker; Nai-kwai Leslie Lo. / Source: Dissertation Abstracts International, Volume: 73-03, Section: A, page: . / Thesis (Ph.D.)--Chinese University of Hong Kong, 2010. / Includes bibliographical references (leaves 302-334). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [201-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract also in Chinese; appendixes 4.2, 4.3, and 4.4 also in Chinese.

Xu, Jiazhen. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2013. / Includes bibliographical references (leaves 35-37). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts also in Chinese.

The present study examined leadership effectiveness in the Chinese work setting using the behavioral complexity model derived from Quinn's (1988) Competing Value Framework. Four hypotheses were generated for empirical testing. Hypothesis 1 studied the underlying construct of leadership behaviors and organization effectiveness. Hypothesis 2 examined the impact of Behavioral Complexity on effectiveness perceptions. Hypothesis 3 investigated the differential expectations among executives themselves, their subordinates and superiors on leadership effectiveness. Hypothesis 4 studied the personality correlates of Behavioral Complexity, specific leadership behaviors, and leadership effectiveness. / Two pilot studies were first carried out to prepare the survey protocols for the Main Study. In the Main Study, completed survey questionnaires were analyzed on a valid sample of 152 senior executives, their immediate superiors (N=111), and at least two immediate subordinates (N=334). First, confirmatory factor analysis identified a five-factor model for both leadership behaviors and organization effectiveness. The five leadership dimensions were Leading Change, Producing Results, Managing Processes, and Relating to People as in the original complexity model, with the additional dimension of Exhibiting Moral Behavior. The five dimensions of organization effectiveness were Open Systems, Rational Goals, Internal Processes, and Human Relations as in the original complexity model, with the additional dimension of Corporate Reputation. Second, Behavioral Complexity was found to have a direct effect on Leadership Effectiveness and Organization Effectiveness. Third, executives themselves, subordinates, and superiors were found to associate different leadership dimensions with leadership effectiveness. Fourth, results indicated that the Social Potency and Interpersonal Relatedness (IR) factors from the Chinese Personality Assessment Inventory (CPAI-2) had a direct effect on Behavioral Complexity in both self- and subordinate-perceptions, but not in superior-perception. Social Potency and IR also explained specific leadership behaviors in both self- and subordinate-perceptions, but not in superior perception. / To Yuen Weun. / "August 2005." / Adviser: Fanny M. Cheung. / Source: Dissertation Abstracts International, Volume: 67-01, Section: B, page: 0589. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2005. / Includes bibliographical references (p. 134-143). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / School code: 1307.

published_or_final_version / Education / Doctoral / Doctor of Philosophy

published_or_final_version / Real Estate and Construction / Doctoral / Doctor of Philosophy