Journal Articles

The paradox of power in leadership in early childhood education

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Title:
The paradox of power in leadership in early childhood education
Authors:
- Ho, Dora Hong Kong Institute of Education
Source:
Peabody Journal of Education, 87(2), 253-266, 2012
Publisher:
Routledge
Year Published:
2012
Education Categories:
Keywords:
Politics and Policy-Making Culture and Religion Culture and Civilization Business and Service Sector Business Management Educational Policy
Region:
- Hong Kong
Period:
- 1997.7 onwards
Level:
- Pre-Primary Education
Abstract:
Western frameworks for school improvement, including the stakeholder model and the model of decentralized leadership, have recently been promoted as solutions for school improvement. Using early childhood education in Hong Kong as an illustrative case, this article focuses on the power and authority of leadership in school decision making. The interview data collected from the two case study schools reveal a paradox of power in leadership that is characterized by tensions between centralization and decentralization in the change process, where decentralization is advocated by policymakers but traditional hierarchical cultures remain. The relationship between the leaders and school stakeholders incorporates a concept of harmony that functions to defuse the potential power struggle embedded in decision making.
[Copyright of Peabody Journal of Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/0161956X.2012.664479]
Language:
- English
Document Type:
Journal Articles
ISSN:
- 0161956X
DOI:
- 10.1080/0161956X.2012.664479
Permalink:
https://bibliography.lib.eduhk.hk/en/bibs/5e6a77f5
Entry Date:
2014-01-18