With a sample of 470 kindergarten teachers in Hong Kong, this study first examined these teachers' emotion regulation strategies assessed by a newly adapted scale, the Kindergarten Teacher Emotion Regulation Scale. Then, the study adopted a person‐centred approach and conducted the latent profile analysis, identifying different profiles of teachers' use of the emotion regulation strategies. It also examined the relationships between these profiles and teachers' self‐efficacy and two contextual antecedents, instructional leadership and trust in colleagues in kindergartens. The study validated a three‐dimensional measurement of kindergarten teachers' emotion regulation in Hong Kong, namely cognition‐focused regulation, (negative) emotion‐focused regulation, and behaviour‐focused regulation. Moreover, it identified four profiles of kindergarten teachers' emotion regulation strategy use with distinctive characteristics, and revealed some significant relationships between teachers' emotion regulation and self‐efficacy as well as school contexts. The findings highlight the role of beneficial school climate in eliciting teachers' effective emotion regulation and thereby enhancing their self‐efficacy. Copyright ©2024 Wiley.

This study examined the relationships between kindergartens teachers' emotional labour strategies and their relations to instructional leadership, trust in colleagues, teaching experiences, and teaching satisfaction. With a sample of 491 kindergarten teachers in Hong Kong, this study found that surface acting negatively predicted while deep acting and expression of naturally felt emotion positively predicted teachers' teaching satisfaction; instructional leadership and trust in colleagues were positively related to deep acting and expression of naturally felt emotion, respectively. Meanwhile, teaching experience was found to be positively related to their adoption of expression of naturally felt emotion and teaching satisfaction. These findings shed light on the nature of kindergarten teachers' work, and provide some implications for teacher development in kindergartens. Copyright © 2023 Springer.

Exploring middle leaders’ attitudes toward religious faith is an important subject for educational researchers. This is the first study to explore the relationships between religious faith, leadership styles, and duties of middle leaders in Catholic Hong Kong primary schools. Although local Catholic school leaders may consider that servant leadership is more compatible with their faith, instructional and servant leadership styles are not mutually exclusive. Leadership practices, roles, and duties are intertwined. Leaders, with or without religious faith, may have a similar impact on their leadership practices, as well as the academic versus non-academic aspects of student outcomes. Therefore, this study examined the tentative variations through the lens of religious faith, the role of leadership, and leadership practices (i.e., servant leadership and instructional leadership). The researcher adopted a case study approach using qualitative data collected from semi-structured interviews of two principals, fourteen middle leaders, and four groups of regular teachers (half novice teachers and half experienced teachers) with or without religious faith in two Catholic primary schools. The results indicated that the words of God had a considerable effect on the middle leaders in Catholic primary schools. They could feel the power of faith, hope, and love in their souls and be thus eager to take the lead to serve others. This study contributes to the literature in clarifying the effect of religion on educational leadership styles and practices. Religious faith acts as a chain to connect the inner serving heart and the outer instructional leadership practices. A synergy of the two leadership styles showed empirically more profound effects and practically more admirable than either leadership styles theoretically implied. However, further investigation on such a synergy is warranted for a sustainable school development for all Catholic or religious schools in Hong Kong. All rights

This study examined the relationships between kindergartens teachers’ emotional labour strategies and their relations to instructional leadership, trust in colleagues, teaching experiences, and teaching satisfaction. With a sample of 491 kindergarten teachers in Hong Kong, this study found that surface acting negatively predicted while deep acting and expression of naturally felt emotion positively predicted teachers’ teaching satisfaction; instructional leadership and trust in colleagues were positively related to deep acting and expression of naturally felt emotion, respectively. Meanwhile, teaching experience was found to be positively related to their adoption of expression of naturally felt emotion and teaching satisfaction. These findings shed light on the nature of kindergarten teachers’ work, and provide some implications for teacher development in kindergartens. Copyright © 2022 De La Salle University.

This study examined kindergarten teachers’ behavioural intentions to implement play-based learning and its relationship to two types of facilitating factors: organisational (i.e., instructional leadership and trust in colleagues) and individual (i.e., teacher self-efficacy). Structural equation modelling examining the direct and mediating effects was conducted on data collected from 542 Hong Kong kindergarten teachers. The results showed that principal instructional leadership was positively associated with teachers’ intentions to implement play-based learning directly and indirectly through trust in colleagues and teacher self-efficacy. Teachers with higher efficacious beliefs showed more active intentions to implement play-based learning. These findings highlight the importance of creating conducive organisational conditions and enhancing teacher self-efficacy for the implementation of play-based learning in kindergartens. Copyright © 2021 The Author(s), under exclusive licence to Springer Nature B.V.

This article aims to explain the role principals play in the variation in academic achievement between secondary schools in Hong Kong. The article draws on survey data from 179 key staff and 2,037 students from 42 schools. The study uses 2 analytical approaches. First, it employs classification and regression tree analysis (CART). This was used to sort out the most significant leadership practices associated with student achievement. Second, based on first-stage analysis, the study further explores the effects of leadership practices on academic achievement using hierarchical linear modelling (HLM). Results indicate that transparent and efficient communication structures as managed by principals explained approximately 12% of between-schools variation in academic achievement. Leadership practices related to quality assurance and accountability and resource management also contributed to explaining between-schools variation in academic achievement, yet they had negative effects on student achievement. Implications for research and practice are discussed.
[Copyright of School Effectiveness and School Improvement is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/09243453.2013.875044]

This paper attempts to identify the leadership practices and qualities of school principals engaged in implementing a curriculum reform in Hong Kong. Based on interview data of school principals, this paper shows that the types of instructional leadership practices that school principals adopt and the contextual conditions in which these practices occur are key factors explaining the differential effectiveness of implementation efforts. Six efficacious instructional leadership practices and two contextual conditions critical to their development were identified. This paper reconceptualises instructional leadership as a collective and transformational endeavour, functioning in communities of practice to support school development at different levels.
[Copyright of School Leadership and Management is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/13632434.2013.813459]