Fei Wang, Ph. D., est professeur agrégé à la Faculté d’éducation de l’Université de la Colombie-Britannique (UBC). Ses recherches portent sur le leadership et l’administration de l’éducation, les études de politique et d’organisation, l’équité et la diversité et l’éducation internationale et comparée.
Dr. Fei Wang is an associate professor at the Faculty of Education, the University of British Columbia (UBC). He earned his PhD in educational leadership and administration at Ontario Institute for Studies in Education, the University of Toronto (OISE/UT). His research involves four interrelated areas: a) the changing nature of school principals’ work, particularly, their work intensification and health and wellbeing in Ontario and British Columbia (funded by SSHRC Insight and UBC SSHRC Explore); b) principals’ subversive strategies in contexts where their day-to-day operation of schools is significantly constrained by policy initiatives and academic standards of educational reform (funded by UBC Hampton Award); c) principals’ strategic leadership through the philosophical teachings of The Art of War to understand school principals’ social justice advocacy and activism (funded by SSHRC IDG); and d) leadership challenges in cross-cultural contexts (e.g., offshore schools) in transnational education (funded by UBC HSS Seed Grant).
Listen to "The changing nature of principals’ work ft. Fei Wang" on Spreaker. Effective school leaders are key to creating healthy schools. Yet, work intensification continues to threaten principal recruitment and retention – and ultimately staff and student performance. In this episode, Dr. Fei Wang shares key findings from recent studies conducted in Ontario and British Columbia on how the role of school leaders is changing and the consequences for principal and vice-principal well-being, both professionally and personally.
Francophone principals in linguistic minority schools encounter unique challenges because of the cultural and linguistic significance of francophone public school systems.
Les directions d’école francophones en milieu minoritaire font face à des défis uniques en raison de l'importance culturelle et linguistique des systèmes scolaires publics francophones pour leur collectivité.
