Exploring the impact of school principals on teacher professional communities in Hong Kong

Exploring the impact of school principals on teacher professional communities in Hong Kong

• Hallinger, Philip Hong Kong Institute of Education
• Lee, Moosung University of Canberra, Australia
• Ko, James Hong Kong Institute of Education

Leadership and Policy in Schools, 13(3), 229-259, 2014

Taylor & Francis

2014

• R Educational Policy & Administration
  • RH Supervisors, School Principals & Administrators
• M Teachers & Education for Teachers
  • MD Teachers' Organization

• Hong Kong
• Israel

• 1990-1997.6
• 1997.7 onwards

• Primary Education

Since the mid-1990s, teacher professional community has achieved increasing influence as a strategy for facilitating productive change in schools. This study investigates the impact of principal quality and leadership on the development of teacher professional community in Hong Kong primary schools. More specifically, we examine the means by which principal quality, leadership, and organizational trust impact the strength of teacher professional community. Using survey data from 32 Hong Kong primary schools, we found that principals are crucial for the development of teacher professional community. Implications of the major finding are discussed in terms of research, policy, and practice.
[Copyright of Leadership & Policy in Schools is the property of Taylor & Francis. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/15700763.2014.901396]

• English

Journal Articles

• 15700763

• 10.1080/15700763.2014.901396

https://bibliography.lib.eduhk.hk/en/bibs/93cd403e

2014-10-22