A distributed perspective on instructional leadership in international baccalaureate (IB) schools

A distributed perspective on instructional leadership in international baccalaureate (IB) schools

• Lee, Moosung Hong Kong Institue of Education
• Hallinger, Philip Asia Pacific Center for Leadership and Change, Hong Kong Institute of Education
• Walker, Allan Dept. of Education Policy and Leadership, Hong Kong Institute of Education

Educational Administration Quarterly, 48(4), 664-698, 2012

Corwin Press, Inc.

2012

• F Learning & Teaching
  • FA General Teaching Strategies, Different Instructional Methods
• R Educational Policy & Administration
  • RE School Management, School-Parents Relationship
• M Teachers & Education for Teachers
  • ME Teachers' Responsibility, Professionalism & Discipline
• P Social Context of Education
  • PB Comparative Education
• D Curriculum
  • DF Post-Secondary Education Programmes

Educational Leadership Professional Responsibilities International Education Organizational Structure Qualitative Research Curricula East Asia

• Hong Kong
• Thailand
• Vietnam
• China

• 1997.7 onwards

• Post-Secondary Education

The purpose of this study is to provide a better understanding of how instructional leadership responsibilities are distributed in International Baccalaureate (IB) schools in East Asia. Case studies were conducted in five international schools located in Thailand, Vietnam, Hong Kong, and China. These schools were selected on the basis of location in East Asia, the offering of the full continuum of the IB's three programs, and evidence of prior academic success. In total, 68 teachers and administrators and 25 students were interviewed. Qualitative analysis of the interview data was conducted using pattern coding. Three broad instructional leadership practices were identified: curriculum articulation, cross-program activities, and strategic staffing. These appeared to enhance curriculum consistency and coherence across the three IB programs, a problem that had been identified in full-continuum IB schools. The qualitative data suggested that distributed instructional leadership forged and sustained professional interactions among staff across programs and organizational units. IB schools globally are often structurally separated into two or three organizational units (e.g., primary, middle, high school). These units operate IB programs that, despite their common origin and international philosophy, employ distinct pedagogical and curricular approaches. The findings reinforce the importance of acting intentionally to distribute responsibilities for instructional leadership widely throughout the school. They also support the assertion that international schools offer a unique and fruitful context for studying distributed instructional leadership.
[Copyright of Educational Administration Quarterly is the property of Corwin Press, Inc. Full article may be available at the publisher's website:
http://dx.doi.org/10.1177/0013161X11436271]

• English

Journal Articles

• 0013161X

• 10.1177/0013161X11436271

https://bibliography.lib.eduhk.hk/bibs/3abda1e5

2014-01-18