Values-driven leadership through institutional structures and practices: How successful schools in England and Hong Kong 'absorb' policy

Values-driven leadership through institutional structures and practices: How successful schools in England and Hong Kong 'absorb' policy

• Armstrong, Paul Wilfred University of Manchester
• Ko, Yue On James The Education University of Hong Kong
• Bryant, Darren Anthony The Education University of Hong Kong

Leadership and Policy in Schools, 17(3), 360-372, 2018

Taylor & Francis Inc.

2018

• P Social Context of Education
  • PB Comparative Education
• R Educational Policy & Administration
  • RE School Management, School-Parents Relationship
• R Educational Policy & Administration
  • RH Supervisors, School Principals & Administrators

• Hong Kong
• England

• 1997.7 onwards

• Unknown or Unspecified

This article analyzes how principals of high-performing secondary schools in England and Hong Kong establish structural arrangements aligned to their core values as educators. Such values-driven structures provide a platform by which principals create the conditions in which policy and reform can be managed and absorbed without compromising the core purpose and contextual priorities of these schools. The findings reveal how the participating school principals have carefully embedded and institutionalized these structures within the cultures of their organizations as part of a multilayered approach to leadership. Copyright © 2018 Taylor & Francis Group, LLC.

• English

Journal Articles

• 15700763

• 10.1080/15700763.2018.1496341

https://bibliography.lib.eduhk.hk/bibs/ae75017b

2018-11-06