Principal leadership in an era of accountability: A perspective from the Hong Kong context

Principal leadership in an era of accountability: A perspective from the Hong Kong context

• Walker, Allan Hong Kong Institute of Education
• Ko, James Hong Kong Institute of Education

School Leadership & Management, 31(4), 369-392, 2011

London

Routledge

2011

• R Educational Policy & Administration
  • RH Supervisors, School Principals & Administrators
• R Educational Policy & Administration
  • RF School Supervision, Accountability & Inspection: Education Indicators, Privatization of School
• M Teachers & Education for Teachers
  • MA Professional Education for Teachers

Leadership Accountability Leadership Qualities Leadership Styles Head Teachers Secondary Schools School Effectiveness

• Hong Kong

• 1997.7 onwards

• Secondary Education

This article presents the findings of a study into the leadership practices of Hong Kong principals working within an environment of increasing accountability. The study set out to investigate the relationships between sets of principal leadership practices and the levels of alignment, coherence and structure and support for students in the school. Results indicated that principals tend to emphasise the professional development of teachers and key staff as a way to strengthen alignment within the school and between school and government policies. However, findings also suggest that working in an accountability environment can have a negative impact on the support provided for students.
[Copyright of Roeper Review is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/13632434.2011.606269]

• English

Journal Articles

• 13632434

• 10.1080/13632434.2011.606269

https://bibliography.lib.eduhk.hk/en/bibs/034ee1bf

2013-11-16