@article{iab_repo1444,
           title = {Paternalistic Leadership And Teachers? Professional Development In China.},
           pages = {37--70},
          volume = {11},
          author = {Xiao Min and Zuraidah Abdullah and Kenny S.L Cheah},
            year = {2023},
          number = {1},
         journal = {Educational Leader (Pemimpin Pendidikan)},
       publisher = {Educational Leader (Pemimpin Pendidikan) Department of Educational Management, Planning, and Policy, Faculty of Education, University of Malaya.},
             url = {http://eprints.iab.edu.my/v2/1444/},
        keywords = {Paternalistic   leadership,   Teachers?   professional   development,Bibliometric analysis, Benevolent leadership, Moral leadership, Authoritarian leadership},
        abstract = {There is a growing awareness of the importance of paternalistic leadership and its impact on teachers? professional development in China, yet there is a lack of information in the Web of Science  (WoS)  knowledge  base.  From  bibliometric  findings,  contemporary  studies between 2018-2022  in  the  web  of  science  have  found  that  the  keywords  and  Boolean  operators  of ?Paternalistic leadership in China? OR ?Teachers? professional development in China? are less trending and scarce. Bibliometric analysis using Vosviewer indicated the density, relatedness, name of authors, higher education institutions, and relevant journals that publish on these two key terms between 2018-2022. Subsequently, content analysis has highlighted that there is a lacking of research on paternalistic leadership in school contexts and that existing studies are carried  out  in  the  field  of  human  resource  management,  particularly  in  business,  health, and banking  contexts.  In  aspects  of  conceptualization,  it  was  highlighted  that  paternalistic leadership consists of three dimensions; mainly (a) benevolent leadership; (b) moral leadership; and (c) authoritarian leadership. Recent studies regarding the impact of paternalistic leadership on  organizational development,  organizational  environment,  and  staff  performance  remain uncertain  and  challenged  by  scholars  within  and  out  of  China.  As  an  implication,  future research   should   orientate   between   paternalistic   leadership   and   teachers'   professional development  since  there  are  indicators  to  hypothesize  that  paternalistic  leadership  might  be crucial to teachers' professional development.}
}