Influence of professional cultures and principal leadership effects on early-career teacher leadership development in Hong Kong schools

Influence of professional cultures and principal leadership effects on early-career teacher leadership development in Hong Kong schools

• Szeto, Sing Ying Elson The Education University of Hong Kong

Professional Development in Education, 2020

Routledge

2020

• M Teachers & Education for Teachers
  • MA Professional Education for Teachers
• R Educational Policy & Administration
  • RH Supervisors, School Principals & Administrators

Early-Career Teachers Figured and Socially Constructed Cultures Principal Leadership Effects School Professional Cultures Teacher Leadership Development

• Hong Kong

• 1997.7 onwards

• Unknown or Unspecified

This paper aims to extend our understanding of the influence of school professional cultures and principal leadership effects on early-career teacher leadership aspiration, learning and development in the evolving hybrid of Western and Confucian cultures of Hong Kong. What are early-career teachers’ aspirations of leadership development in different professional cultures of the school? How do the principal leadership effects facilitate or hinder teacher leadership development in the professional culture? A multiple case study approach was adopted. Findings show that positive professional culture built by professional relationships between the principals and teachers and among teachers can stimulate early-career teacher leadership aspiration. The principal leadership effects can facilitate and hinder professional collaboration and support for the teacher leadership development in the Chinese school hierarchy of Hong Kong. This study contributes to unveiling in-depth understandings of teacher leadership aspiration, learning and development as the socially constructed experiences of the teachers in contrast to the professional culture highlighted in the school document. Insights gained from the study can inform the in-school progression of teacher leadership development in the school hierarchy. Implications for school achievement through continuing professional development are also highlighted. Copyright © 2020 Informa UK Limited, trading as Taylor & Francis Group.

• English

Journal Articles

• 19415257

• 10.1080/19415257.2020.1770837

https://bibliography.lib.eduhk.hk/en/bibs/766c214e

2020-10-14