Journal Articles
Influence of leadership styles on teacher communication networks: A Hong Kong case study
- Influence of leadership styles on teacher communication networks: A Hong Kong case study
- International Journal of Leadership in Education, 17(1), 40-61, 2014
- Routledge
- 2014
-
- Hong Kong
-
- 1997.7 onwards
-
- Unknown or Unspecified
- This article reports the findings of a study conducted in an elementary school in 2007–2008. The design-based study, which is a replication of another study conducted in 2003–2005, analysed the influence of different leadership styles on teacher communication networks. Two curriculum development teams, namely English and General Studies teams, were set up to help in curriculum innovation, design and implementation in classrooms. Participating teachers conducted reflection meetings to evaluate the effectiveness of the implemented curriculum and discuss measures for improvement. Teacher interviews were conducted before and after each cycle of curriculum innovation. Meetings were videotaped. This study analyses the videotaped meetings through quantitative and qualitative approaches, and aims to show the effects of leadership styles and power on communication networking systems of the two teams. Results show that two modes of communication networking systems are prevalent in the videotaped meetings: restricted and extended modes. These two modes have different effects on space for teacher learning. The extended mode allows more space for teacher participation and reflection, whereas the restricted mode restricts teacher access to active participation. An effective leadership programme enhances the capacities of participants, creates conditions that allow the emergence of extended mode in meetings and provides guidance towards the realization of innovations.[Copyright © Routledge].
-
- English
- Journal Articles
-
- 13603124
- https://bibliography.lib.eduhk.hk/en/bibs/201bb0a6
- 2015-12-14
Recent Journal Articles
Translanguaging for doing gender in English-medium classrooms in Hong Kong: Towards critical CLIL in plurilingual settingsJournal Articles
Early self-regulation: kindergarten teachers’ understandings, estimates, indicators, and intervention strategiesJournal Articles
Linking teacher empathy to multicultural teaching competence: The mediating role of multicultural beliefsJournal Articles
Examining student, parent, and school factors predicting science achievement using a multilevel approach: The case of Hong Kong from the Program for International Student Assessment 2015Journal Articles
Learner identity and investment in EFL, EMI, and ESL contexts: A longitudinal case study of one pre-service teacherJournal Articles
Linking school- and classroom-level characteristics to child adjustment: A representative study of children from Hong Kong, ChinaJournal Articles
Exploring predictors of STEM aspirations from a STEM capital perspectiveJournal Articles
English as a foreign language education in East-Asian early childhood education settings: A scoping reviewJournal Articles