The purpose of this systematic review is to further our understanding of women and educational leadership knowledge production from three Chinese societies and to contribute to the development of a more diverse global knowledge base in gender and educational leadership and management. A total of 341 articles were identified from 4 electronic databases. We conducted a systematic review of 24 eligible articles that focused on women and educational leadership in Mainland China, Hong Kong and Taiwan, utilised empirical research designs and were published in peer-reviewed English-language journals between 2000 and 2021. This review synthesised six overarching themes, including the underrepresentation of women leaders in schools and universities; barriers for women's career advancement; impact of social-cultural contexts on gender-related leadership; gender stereotypes and gender dynamics; gender-based variation in leadership behaviours; and gender equity legislation and policies. The review reveals that underrepresentation of female leaders is a pervasive problem in both schools and universities across three Chinese societies. Substantial gaps still exist between policies and practices. The study highlights systemic barriers and lack of organisational enablers for women's career advancement. The implications and directions for future studies are discussed. Copyright ©2024 SAGE Publications.

The early childhood education system in Hong Kong operates within a corporate governance framework. However, there is a lack of research on the interaction between principalship and corporate governance in kindergartens and childcare centres. This study aims to address this gap by examining how a preschool education coordinator (PEC), working under corporate governance principles in a non-governmental organization (NGO), influenced the resignation decisions of principals. Using micro-political theory, this study examines power dynamics, conflicts, and decision-making processes that led to principals’ resignations. This phenomenological case study utilized a focus group discussion with three principals who had resigned from the NGO. Through thematic analysis, three key themes emerged from the study: changing governance and accountability, conflicting educational values and beliefs between the preschool education coordinator and the principals, and contrasting leadership behaviours and styles. The findings of this study have significant implications for the local community, as well as offering valuable insights that can inform and benefit international audiences interested in early childhood education leadership development and human resources management. As early childhood education systems worldwide grapple with similar challenges, understanding the relationship between corporate governance and principalship can help devise strategies for enhancing organizational effectiveness and ensuring principal retention. Copyright ©2024 Sage Publications.

This study examined the relationships between leadership practices, professional learning communities, teachers’ efficacy beliefs and perceptions of whole-child development in the context of kindergarten education. A sample of 2120 teachers from 153 Hong Kong kindergartens participated in a questionnaire survey. The results showed that principals’ leadership practices had significant effects on all five professional learning community components. Leadership practices were also positively related to teachers’ perceptions of whole-child development directly and indirectly through the mediation of three professional learning community components, namely a shared sense of purpose, collaborative activities and a collective focus on children’s learning. Moreover, three professional learning community components (i.e. a collective focus on children’s learning, deprivatized practice and reflective dialogue) were positively associated with teachers’ perceptions of whole-child development via their efficacy beliefs. The findings support the mediating role of professional learning communities in developing kindergarten teachers’ collaboration for improving their efficacy beliefs and perceptions of the whole-child development of children. Kindergarten principals play a key role in cultivating a supportive culture and facilitating teacher learning. Copyright © Sage Publications Ltd.

This study examined the relationships between leadership practices, professional learning communities, teachers' efficacy beliefs and perceptions of whole-child development in the context of kindergarten education. A sample of 2120 teachers from 153 Hong Kong kindergartens participated in a questionnaire survey. The results showed that principals' leadership practices had significant effects on all five professional learning community components. Leadership practices were also positively related to teachers' perceptions of whole-child development directly and indirectly through the mediation of three professional learning community components, namely a shared sense of purpose, collaborative activities and a collective focus on children's learning. Moreover, three professional learning community components (i.e. a collective focus on children's learning, deprivatized practice and reflective dialogue) were positively associated with teachers' perceptions of whole-child development via their efficacy beliefs. The findings support the mediating role of professional learning communities in developing kindergarten teachers' collaboration for improving their efficacy beliefs and perceptions of the whole-child development of children. Kindergarten principals play a key role in cultivating a supportive culture and facilitating teacher learning.
[Copyright of Educational Management Administration & Leadership is the property of Sage Publications Ltd.]

Studies on school leadership in Hong Kong have mainly focused on primary and secondary schools, with only a handful of studies looking at leadership in early childhood education. This paper aims to report the findings of a study on strategic leadership in Hong Kong's kindergartens. It discusses the challenges that Hong Kong kindergarten leaders are facing and the need for practising strategic leadership. It then reports the findings of practices valued by the leaders of Hong Kong kindergartens. The findings of this study reveal, that apart from the abilities to exercise sound planning and management in school, leaders' reflective, flexible and systems thinking and their willingness in continuous professional and network development are crucial to leading today's kindergartens. This study also indicates that leaders' contextual intelligence is important for exercising strategic leadership. The significance of this study lies in its contribution to the investigation of leadership practices in early childhood education, the need to further explore how well kindergarten leaders are practising strategic leadership and the implications for the development of principal preparation programmes.
[Copyright of Educational Management Administration & Leadership is the property of SAGE Publications Ltd.]

In an effort to enhance the quality of teachers and teaching, and to lead internal curriculum development in primary schools, the Hong Kong Education Bureau created a new curriculum leader post entitled primary school master/mistress (curriculum development) or PSMCD for short. The main purpose of the study was to examine the perceptions of these curriculum leaders on their competence in leading the primary school reform. Using a stratified random sampling technique, 125 curriculum leaders were chosen to participate in the current study. Survey questionnaire and semi-structured interviews were conducted. The findings of the study suggest that PSMCDs in general supported the goals and the rationale of the reform. In addition, they also agreed that moderate progress had been made in implementing the curriculum reform in their school. Though progress had been made in many areas, our findings have highlighted several key challenges that these PSMCDs faced in performing their roles. These challenges include heavy workload, learner diversity in the classrooms, the use of diversified modes for assessment, and having too many reforms at the same time. Implications and recommendations are discussed.
[Copyright © 2016 The Author(s).]

In Hong Kong, there is an acute need to provide newly appointed principals with opportunities for continuous professional development so that they could face the impact of reforms and globalization on school development. The Education Bureau has commissioned the tertiary institutions to provide structured professional development courses to cater for the needs of aspiring, newly appointed and serving principals for leadership development. This paper aims to report on an exploratory qualitative study regarding the perception of 32 newly appointed principals from secondary schools on (a) their role as a new principal and (b) their needs and expectations on the school leadership development programme so that contents of existing development programmes could be improved to meet their needs. Findings demonstrated that the newly appointed principals expected to be equipped with the administrative skills of human resources management such as empowering middle leaders and handing underperforming staff; the practical technique of financial management; the skills of dealing with legal matters regarding school management and the capacities of curriculum and instructional leadership. In addition, they attributed networking with peers and working with mentors as invaluable experience and support for their early years’ principalship.
[Copyright © 2015 The Author(s).]

This study attempted to identify effects of trust between principal leadership and teacher professional learning in Hong Kong primary schools. To verify the potential mediating effects of trust as a component of school capacity, survey data with a sample of 970 teachers from 32 local primary schools was used. Two questionnaires were combined to investigate principal leadership and school capacity in the schools. Baron and Kenny’s four-step causal process for mediation analysis was employed to have a preliminary inquiry. To compensate weaknesses of the orthodox regression based approach, significance of the mediating effects of trust were tested using the Sobel’s test and bootstrapping method. Next, the seven core sets of principal leadership practices were used as multiple predictors, and mediating effects of trust between them and teacher professional learning were also examined. The findings affirmed the role of faculty trust as a mediator between principal leadership and teacher professional learning in Hong Kong primary schools.
[Copyright © 2015 The Author(s).]