A re-examination of leadership style for Hong Kong school-based management (SBM) schools

A re-examination of leadership style for Hong Kong school-based management (SBM) schools

• Hui, Sammy King Fai Hong Kong Institute of Education
• Cheung, Hoi Yan Hong Kong Institute of Education

Asia Pacific Journal of Education, 26(2), 173-187, 2006

Routledge

2006

• R Educational Policy & Administration
  • RE School Management, School-Parents Relationship
• R Educational Policy & Administration
  • RC Educational Planning & Decision Making Process, Educational Administration
• R Educational Policy & Administration
  • RF School Supervision, Accountability & Inspection: Education Indicators, Privatization of School

School Based Management Educational Administration Foreign Countries Transformational Leadership Instructional Leadership Leadership Styles Participative Decision Making Policy Analysis Cultural Influences Educational Assessment Educational Indicators Change Strategies Educational Change Hong Kong

• Hong Kong

• 1997.7 onwards

• Primary Education
• Secondary Education

Leadership style has always been a controversial topic in educational administration and management. Following the recommendation of the Education Commission to introduce school-based management (SBM) into Hong Kong schools in the early 1990s, discussions about the kind of leadership style that is appropriate for SBM schools have never ceased. The government holds a continuing belief that SBM schools work better if they are managed by "better" principals, and emphasises the value of "transformational leadership." However, this paper articulates the limitations of that leadership style and argues for complementing it with "educational leadership," which purports that principals have an obligation to learn with others about ways of promoting student learning. Secondly, the staff should also be encouraged and helped to carry out certain leadership functions. These arguments are supported by references to the most relevant literature. The discussion is useful to school principals, leaders, and teachers by offering them a better understanding of how to facilitate the implementation of SBM.
[Copyright of Asia Pacific Journal of Education is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/02188790600937292]

• English

Journal Articles

• 02188791

• 10.1080/02188790600937292

https://bibliography.lib.eduhk.hk/bibs/10bf408b

2010-11-24