Given substantial school autonomy in Hong Kong, different school leadership practices can yield different school environments for teachers, different degrees of teacher empowerment, and different civic teaching approaches. Principals can influence their school environment in civic learning and allocate resources to support civic education. Considerable attention has been given to the concept of ‘leading for learning’ (Goker, 2006) but there has been little attention given to civic learning in schools and how it might be facilitated by principals (Xu and Law, 2015). Given the volatile and uncertain external environment that students as future citizens face, civic learning must now be considered a priority. Kennedy, Li and Chan (2015) and Kennedy and Li (2017) have shown that school level factors can influence students’ civic learning, although the results are somewhat mixed, clearly this requires further investigation. This study extends this line of research by examining how principals create school civic teaching environments and how these influence teachers in their roles as civic educators. The results showed that the complex historical-cultural and socio-political contexts of Hong Kong have influenced school leadership when it comes to teaching civics, and the researcher has highlighted three main patterns of school leadership needed for civics teaching. When school leadership lacked a clear vision of citizenship education (pattern 1), most teachers were compliant and avoided dis-cussing sensitive political topics with their students. When school leadership mediated the diverse needs of students and balanced the different expectations of school stakeholders (pattern 2), there were both compliant and critical teachers. When school leadership had a clear vison of the school’s civic mission (pattern 3), the results differed across schools. These findings implied that principals have to significantly shift their understanding of the purposes of citizenship education

Purpose - The objective of this study is to investigate the factors of two sub-processes – knowledge donating and knowledge collecting – of knowledge sharing in Hong Kong higher education context. This study examines the individual factors, organizational factors and technology factor of knowledge sharing. Individual factors include enjoyment in helping others and knowledge self-efficacy while organizational factors refer to the top management support, organizational rewards and organizational culture. The use of technology system is proposed to be the technology factor.Design/methodology/approach - Based on the literature review, this study develops a structural model representing the impact of six latent variables on knowledge donating and knowledge collecting processes Data from a questionnaire survey of 166 respondents from academics from Hong Kong higher education sector was used to analyze the model. PLS-SEM was adopted in this study.Findings - The result of the data analysis suggests enjoyment in helping others has a positive impact on both knowledge donating and knowledge collecting. For organizational factors, a trust and collaborative culture enhance both the sub-processes. The technology factor only contributes to the knowledge donating process. Several practical implications are provided to high education leaders, for instance, by establishing a trust and collaborative environment, academics are more eager to donate and collect knowledge.Originality/value - This paper provides insights for researchers to further understand how individual, organizational and technology factors affect two sub-processes of knowledge sharing. On the practical side, this study validated several critical factors to successful knowledge donation and knowledge collection. Copyright © 2020 Emerald Publishing Limited.

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.

Research on principals' practice of democratic leadership for inclusion in schools has been undertaken in many parts of the world. This paper explores four principals' leadership journeys in response to social justice issues in increasingly diverse settings within public schools, in relation to demographic and cultural changes in Hong Kong. This research aims at exploring the issues in schools arising from contextual changes in the society, contextualising characteristics of principals' practices in relation to an emergent conception of democratic leadership practice in addressing the issues and identifying practical roles of democratic principal leadership in school transformation for diverse students' learning development. I adopted a cross-case study of the principals' leadership journeys through a theoretical lens of democratic leadership. The changes of demographic structure and cultural context and pressure from the central administration were the conditions of facilitating alternative practices of democratic principal leadership in a multicultural school context which evolved from the hybrid of Western and Confucian cultures in the city. These findings contribute to an international account of contextualising democratic leadership practices in a diverse Chinese school community. Copyright © 2020 The Author(s).

粵港澳大灣區建設已上升到國家發展戰略層面。灣區教育、人才等要素的互融互通和協同發展,是實現粵港澳大灣區發展目標的基礎性條件。找準粵港澳大灣區在教育和人才合作層面的支持條件及現存問題,明確粵港澳大灣區教育和人才合作機制建設過程中錯位發展與優勢互補相統一;充分發揮市場機制的決定性作用,同時,積極發揮政府的引領作用;打造教育與人才合作創新與交流平台;完善教育、人才的激勵措施,搭建創新知識與科技成果轉化機制,有利於整合區域優勢,提升灣區整體國際競爭力,促進國際一流灣區目標的達成。

創新是引領發展的第一動力,創新的核心要素是人才。粵港澳大灣區正努力成為全球科技創新中心和世界大灣區第四極,呼喚大灣區高等教育充分發揮基礎支撐和動力引領作用。華南理工大學主動對接國家創新驅動發展戰略,深度融入粵港澳大灣區建設進程,通過構建一流創新人才培養體系,推動新工科建設、廣州國際校區建設、灣區創新生態群落建設,努力培養造就大批具有全球視野和國際競爭力的拔尖創新人才。

建設粵港澳大灣區是習近平總書記親自謀劃、親自部署和親自推動的國家戰略,高等教育領域的開放協同創新發展將是粵港澳大灣區建設題中之義。該組筆談匯聚灣區高等教育建設謀劃之思,提出如下觀點:做實深港教育合作,建立法規保障機制,成立實體協調組織機構,基於全球化、智能化要求推進灣區教育開放與合作;著眼四個方面開展灣區高等教育發展定位與戰略研究;在粵港澳大學聯盟的基礎上打造各種專業子聯盟,拓展聯盟高校合作內容,規範灣區高等學校合作模式,實施大學集群戰略;建立"粵港澳高等教育大灣區協同創新發展試驗區",組建兩大共同體,構建統籌協調、利益共享、風險防範三大機制;理工科大學需緊密對接灣區制造業發展需求,服務、支撐區域產業尤其是制造業轉型升級;構建"粵港澳大灣區高等教育樞紐",加大並優化灣區高等教育資源投入,充分整合粵港澳三地建設,提高對外開放水平,推動高等教育創新發展。

This study builds on research which contends that just as effective principals must lead across a broad purview of responsibilities in order to build successful schools, so too must middle leaders. Decentralisation of school management has resulted in an expansion of school principals' responsibilities, contributing to a further distribution of leadership responsibility to middle leaders. This conception of middle leadership requires a shift in understanding of the nature of middle leaders' work. There is vast potential for middle leaders to contribute to their schools beyond subject administration, yet the research base yields limited insight on such work and on how middle leaders can be supported to accomplish it. This research finds that middle leaders who expand their leadership responsibilities do so in contexts that utilise school mission, policy enactment and organisational design as platforms for enhanced middle leadership. Copyright © 2018 Informa UK Limited, trading as Taylor & Francis Group.

This qualitative study examined the role that middle leaders and their professional learning communities (PLCs) play in focusing teachers’ attention on student learning. The study presents an analysis of this phenomenon across multiple school types in Hong Kong and Shenzhen, China using case study methodology as a vehicle to uncover factors which support and inhibit the work of middle leader-led PLCs in varying school contexts.This thesis demonstrates that middle leaders use a plethora of skills and exhibit myriad attributes to form and maintain their teacher teams. The nine critical attributes presented here: (a) shared values and vision; (b) collective responsibility; (c) reflective professional inquiry; (d) collaboration, (e) promotion of group, as well as individual, learning; (f) mutual trust, respect and support among members; (g) inclusive membership; (h) looking beyond the school for sources of learning and ideas and (i) shared leadership, when present, create an environment where robust structures can be formed. Such structures create a forum for teachers to collaborate on instructional initiatives, curriculum enactment, teacher empowerment and team building. These opportunities for professional dialogue were welcomed by middle leaders and teachers across the study.The findings from the interviews with middle and senior leaders, as well as with members of their PLCs, revealed there were five aspects that impacted middle leaders effectiveness with their prospective teams, depending on their school context: (a) funds for professional development; (b) the competitive environment; (c) staff stability and longevity; (d) the leadership style of the principal and (e) middle leader authority and role recognition. The nexus between school type and these five aspects impact on the middle leaders’ actions when working with their teacher teams. Middle leaders adapt their leadership to their situational contexts and customize strategies which cohere to the school’s ethos

為了推動香港小學管理的優化，教育局 2019 年接納教師專業發展專責小組意見，調整香港小學副校長的薪級，這令小學副校長的進修受更多的關注。2010 年已有本地研究發現人力管理是小學副校長擔當的職責，為了進一步了解小學副校長在這方面的進修需要，香港初等教育研究學會於 2013 年進行一個相關調查。此文將結合該調查數據和新近文獻，分析香港小學副校長在人事管理的發展需要，並就其在職培訓作出適切的建議。In order to promote the optimization of primary school management in Hong Kong, the Education Bureau accepted the advice of the Teacher Professional Development Task Force in 2019 to adjust the salary scale of vice-principal in Hong Kong Primary Schools. This has made the vice principal's training more concerned. In 2010, local research found that personnel management was the responsibility of vice-principal in primary school. In order to further understand the needs of the primary school vice-principal in this area, the Hong Kong Primary Education Research Association conducted a related survey in 2013. This article will combine this survey data with recent literature to analyze the development needs of Hong Kong primary school vice-principal in personnel management and make appropriate recommendations for their on-the-job training. Copyright © 2019 香港教師中心.