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ERIC Number: EJ1161986
Record Type: Journal
Publication Date: 2017
Pages: 26
Abstractor: ERIC
ISSN: EISSN-2380-0860
Examining the Impact of Confucian Values on Leadership Preferences
Schenck, Andrew; Waddey, Merissa
Journal of Organizational and Educational Leadership, v3 n1 Article 4 Nov 2017
Although transformational or democratic leadership strategies provide potential to improve educational institutions, implementation has been problematic in Confucian countries. While the impact of cultural differences on leadership and education has been well documented, little research has been performed to understand how these differences impact the implementation of Western leadership styles. Contemporary research has identified some conceptual differences that impact new leadership approaches in Confucian countries. This study examined relationships between traditional Confucian values and leadership preferences. Associations between variables were investigated through statistical correlation, as well as cross-cultural comparison of a Confucian and Western higher educational context. In general, statistical inquiry revealed fundamental differences between South Korean and American professors' perceptions. Korean virtues tend to emphasize cohesion and acceptance of authority, while American values reflect a concentration of interpersonal interaction. Because novel forms of governance can contradict traditional Confucian values, innovative educational programs may be needed to facilitate understanding of new techniques and necessary adaptations. Comprehensive analysis of differences between South Korean and American institutions has provided insights which may enhance leadership in Confucian settings.
School of Education at Gardner-Webb University. P.O. Box 7304, Bolling Springs, NC 28017. Tel: 704-406-4295; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Korea; United States
Grant or Contract Numbers: N/A