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It is essential to reorient education in order to improve student learning outcomes and offer instruction in sustainable development. This reorientation should particularly focus on updating the educational concepts and behaviors of principals and teachers. It is a common practice to see principals' instructional leadership (PIL) as a crucial aspect that may facilitate the development of teaching and learning in a sustainable manner. This article identified the influence path of principals' instructional leadership on students' academic achievement (SAA) through teachers' teaching practice. In 2016 and 2017, survey data were gathered from 60,419 students and parents, 2232 teachers, and 506 principals from all 231 primary schools in the capital city of a central province in China. This paper uses a structural equation model to examine serial, multiple, mediating effects based on a value-added model to identify effective teachers' professional development (ETPD). The research findings show that ETPD in Chinese primary schools includes teacher cooperation and communication but not professional guidance, innovation, and individual teaching reflection. PIL does not have a significant direct positive effect on SAA, but teaching strategies (TS), rather than ETPD, can mediate between PIL and SAA. Finally, PIL influences TS through ETPD and ultimately influences SAA. This paper argues that for providing sustainable and high-quality education, not all TPDs are effective for Chinese primary school teachers. Principals can promote SAA by encouraging teacher cooperation and communication to improve teaching strategies. Chinese principals should shift their attention more from administrative matters to the sustainable development of teaching and learning. [ABSTRACT FROM AUTHOR]

Evidence-based management (EBMgt) advocates management and decision-making, based on the best scientific evidence. This has potentially great significance to the reform and development of schools. The purpose of this study is to examine whether school leaders in China use evidence-based management when facing decisions, and what types of evidence school administrators consult during their daily management. The study also seeks to identify any relationship that might exist between the adoption of EBMgt in school management, demographic characteristics, attitudes toward EBMgt and skills in EBMgt. The data were gathered from 355 school leaders. The results show that the academic research results are not widely used in the EBMgt of schools. However, school administrators have a relatively positive attitude toward EBMgt, and there is no significant difference in the attitude of principals and other school administrators. In contrast to the existing studies in the medical field, the results of this study show that there is no significant difference in the application of EBMgt between those with a longer or shorter duration of work experience or with different education levels. The study found that attitudes to and the skills in evidence-based management have a significant, positive impact on the adoption of scientific research results in the EBMgt of schools. [ABSTRACT FROM AUTHOR]

Despite the rapid increase in international students in the education sector, this area remains an under-researched. In Australia, many schools welcome international learners, but are also aware that the support they can offer cannot fully address the student's needs. Drawing on surveys (n = 51) and focus group interviews (n = 16), this case study considers how Chinese international students at four Australian schools understand their everyday experiences. The findings show that students learn and socialise in ways that make sense to them, based on their observations and interpretations of everyday events. Although the support from the school, teachers, and local peers were appreciated, they did not completely solve students' problems, nor were they necessarily interpreted and accepted by our participants as intended. It is important for educators to develop a more nuanced understanding of the challenges faced by international students in everyday life, and the kind of support that the students need. [ABSTRACT FROM AUTHOR]

Greater demand for quality post-secondary education has been seen in Asia, particularly in China. Many Western countries have seen a rise in international education. Increasingly, schools in Australia are embracing internationalisation policies, leading to an increase in international student enrolment before the COVID-19 pandemic in 2020. International students in school education are something of a little-understood issue for educational scholars, policy makers and the general public. Leadership is seen as pivotal in the success of schools' internationalisation program. By applying a mixed-method approach to collect data from an online Qualtrics survey and semi-structured interviews with independent school leaders in Australia, this paper reports how school leaders understand Confucian Heritage Culture (CHC) international students' linguistic, cultural and educational contributions to schools, and their experience in supporting the international students to adapt into the new educational environments through various programs and strategies. This article also advocates that it is vital to respect the international students' educational subjectivities generated in their "home" countries when providing support programs to help them engage with new educational contexts in "host" nations. [ABSTRACT FROM AUTHOR]