Conceptualizing teacher leadership in a Chinese, policy-driven context: a research agenda

Conceptualizing teacher leadership in a Chinese, policy-driven context: a research agenda

• Ho, Dora Hong Kong Institute of Education
• Tikly, Leon Paul Graduate School of Education, University of Bristol, Great Britain

School Effectiveness and School Improvement, 23(4), 401-416, 2012

Routledge

2012

• R Educational Policy & Administration
  • RE School Management, School-Parents Relationship
• R Educational Policy & Administration
  • RC Educational Planning & Decision Making Process, Educational Administration
• M Teachers & Education for Teachers
  • ME Teachers' Responsibility, Professionalism & Discipline
• S School Environment & Facilities, Organization
  • SG Organization of Schools, Experimental School
• S School Environment & Facilities, Organization
  • SH School Culture, Teacher-Student Relations
• R Educational Policy & Administration
  • RH Supervisors, School Principals & Administrators

Elementary Secondary Education Teacher Collaboration Powder Structure School Culture Participative Decision Making Teacher Leadership Educational Policy Asian Culture Change Agents

• Hong Kong

• 1997.7 onwards

• Primary Education
• Secondary Education

In recent years, the Western discourse on distributed leadership has attracted increased attention in Chinese societies that have traditionally relied on highly centralized administrative systems in which power is located in the person of the school principal or other unit leader. This article explores the implications of applying the concept of distributed leadership in a Chinese context and outlines a research agenda for future work in this area. The article focuses specifically on teacher leadership in early childhood education in Hong Kong as an illustrative case. It suggests that change agentry, collaboration, collegiality, power, and authority are key aspects of discourse on teacher leadership in a Chinese, policy-driven context. It is argued that existing studies of leadership have failed to recognize the complexity of employing teacher leadership in hierarchical, policy-driven, high power distance, collectivist cultural contexts.
[Copyright of School Effectiveness and School Improvement is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/09243453.2012.678861]

• English

Journal Articles

• 09243453

• 10.1080/09243453.2012.678861

https://bibliography.lib.eduhk.hk/bibs/02cd6534

2014-01-18