近年，香港教育當局落實了校本管理的政策和推行著多項教育的變革，在學校大大增加了中層人員的工作量和他們在領導方面的需求。最近的研究指出，有很多學校的中層人員在領導方面遇著很大的困難，它們主要來自四方面：對自己領導的信心不足、同工的不合作、與校長不合拍、及環境的影響等，以致大大影響中層人員領導方面的信心與效能。其中「與校長不合拍」可能有很多原因，如雙方是否願意充分合作、溝通是否足夠、彼此是否遷就對方的處事方式等等。有研究亦指出，聰明且有幹勁的管理人員，常會忽略調理與上司的關係，最終傷害了自己及危及组織。要成為高效能的中層領導，他不僅需要努力建立團隊的關係，還要與上司有良好的關係及得到他的支持。本文以小學中層人員及校長為研究對象，透過面談，瞭解中層人員與校長之間相處的困難及協作方式，並且作出分析及建議。

This article explores novice teachers’ perspectives on their teacher leadership roles and their principal’s facilitation of their leadership development. A cohort of 20 novice teachers teaching in Hong Kong participated in this study. Data were collected through semi-structured interviews and documentary evidence during a two-year period. The results show that six novice teachers performed principal-delegated and teacher-initiated teacher leadership roles facilitated by principals’ practices. Interplay of the teacher’s and principal’s roles as an interface of developing teacher leadership is evidenced. This has important implications for the roles of teachers and principals in fostering teacher leadership in schools. Teacher educators are also informed for enhancement of initial teacher education.
[Copyright © 2016 Elsevier Ltd.]

The World School Leadership Study (WSLS) aims to gain empirical insights into functions, job models, practices, job satisfaction, and the professional health of school leaders on a global scale. The study builds on two pre-studies previously described. The WSLS is designed as a quantitative study on practices and resilience of school leaders. It will feature a strong international comparative component (the common core of the survey) but also allows national add-ons for country specific research needs and interests. At the moment, around 30 countries have decided to participate, including for instance Sweden, Norway, Switzerland, Germany, Austria, England, Spain, Cyprus, South Africa, Hong Kong, Singapore, Thailand, Malaysia, China, Australia, New Zealand, Chile, Mexico, and the US. - There are two levels of coordination. The overall design is coordinated by a core research group in collaboration with members from all around the world that form the international research consortium. On the national level, the study is coordinated and conducted by national coordinators who ally with the respective national and regional bodies to guarantee high acceptance in the profession and, therefore, high response rates. National and regional bodies include governments, authorities as well as school leadership (and teacher) associations and unions, depending on context. Complementing the members of the international core research group and the national coordinators is an international advisory board, comprising well-known senior researchers from different continents. - The study will consist of several phases: • Decision on the focus of the research questions, development of hypothesis, operationalization; • Decision on national add-ons for country specific research needs and interests; • Thorough examination of the existing research instruments by an international panel of experts (this will be done with the aim to identify relevant factors of school leadership practices

採納宏觀視角回顧香港課程與學校改革的軌跡，力圖從改革內容切入，深入分析學校領導素質、學校轉型資本、校長角色、"教師中心"抑或"學生中心"等幾個關鍵問題。
[Copyright © 2012北京教育學院.]

The nature of social justice leadership in schools lies in principals’ practice. However, there is still a lack of clarity in the understanding of social justice across various societies. Stories of principals’ practice are imperative to illuminate social justice leadership in schools while different macro-, meso- and micro contextual elements are shaping principals’ socially-just leadership. What social justice challenges to the schools did the principals face? How did the principals cope with the challenges with different strategies that realized social justice leadership practices? What were the effects of the principals’ practices on the students’ learning and development? This chapter examines two principals’ practices in Hong Kong schools with an analytical framework developed by the International School Leadership Development Network (ISLDN). The findings of these stories indicate that the principals exercised timely school leadership and turned challenges into opportunities for equitable student development. The implications of these stories for understanding social justice school leadership are also discussed.

Research have repeatedly reported that principals influenced student achievement through leadership on building school capacity for improving teacher professionalism. For principals, enabling effective communication is one approach to build up school capacity and one basic competence to lead effectively. This study aimed to identify and assess effects of communication in the relationship between principal leadership and teacher professional learning in Hong Kong primary schools. Two questionnaires were combined to survey teacher perceptions of principal leadership and school capacity from a sample of 970 teachers from 32 local primary schools. Baron and Kenny’s (1986) four-step causal process for mediation analysis was employed, integrated with bootstrapping method. Significance and size of the mediating effect of communication were further tested. Next, mediating effects of communication between the seven core areas of principal leadership practices and teacher professional learning were examined and compared. The findings affirmed the mediated leadership structure. The implications are that, effective communication helps teachers come to understandings across differences and work together to shape the working environment and meet the targets of their professional learning. As resources providers and communicators, principals should lead adequately to ensure the key precondition of successful teacher professional learning – effective communication.

Schools in socioeconomically disadvantaged contexts have gained increasing policy and research attentions in western countries (Muijs, Harris, Chapman, Stoll & Russ, 2004), but this still an under-researched area in Hong Kong. Previous local research on schools and principals that showed academic success (e.g., Darren, Walker & Ko, 2014) may overlook schools that may show strengths in non-academic areas. Mixing data and analysis from different research projects can enrich research findings in schools in similar challenging contexts but differed in areas of school improvement (medium of instruction vs career education). For example, this paper reports findings of two schools in the same catchment area, but in different academic bands (Band One vs Band Three). Comparing the current results with the conclusions on school improvement in socioeconomically disadvantaged areas reported by Muijs and colleagues (2004), we find that leaders in the two case schools tended to be more transformational than instructional and looked for strategies and approaches that might assist their schools. They would recruit from the existing staff, empower them to enrich existing work with new meanings in their contexts. For example, in the Band One school, the principal communicated their academic focus on English as a vision and mission for the school to achieve the EMI status that would allow them to use English as a medium of instruction for all subjects other than Chinese Language and Chinese History. In contrast, the principal of the Band Three school soon identified that their mission was to set up goal orientations for students at different year levels through career life planning. Both principals had made the school improvement sustainable by maintained the improvement with a strategic and operational focus that was compatible with the wider structural and cultural reform agendas. Evidence also indicated that the school improvement processes involved structural, functional and cultural