Exam-oriented Education Policy and Decision-making Authority of School Leaders in Weifang, China

Abstract

This paper investigates the impact of the exam-oriented educational model on the decision-making authority of school leaders in Weifang, China. The gaokao, a pivotal element of the educational system, significantly influences school administrative and pedagogical strategies. The study analyzes interviews with principals and teachers, as well as educational policy documents, revealing that the emphasis on exam preparation affects resource allocation, teacher management, and curriculum design. Although school leaders hold substantial formal authority, their decision-making capacity is limited by educational regulations and societal expectations. The research indicates that while the exam-oriented approach ensures academic rigor, it restricts educators' ability to implement comprehensive student development strategies. The paper suggests policy reforms to expand the educational focus beyond mere exam preparation, enabling school leaders to employ more balanced educational strategies that promote both academic success and holistic growth. These findings add a new perspective to the discourse on educational reforms in China, supporting an integrated learning model that emphasizes both academic excellence and personal development.