In today's evolving educational landscape, the ‘broker teacher’ plays a pivotal role. These educators manage cross-sector partnerships involving government, business and non-profit sectors to introduce innovative practices in schools. This study seeks to explore broker teachers' nuanced roles and the perceptions, which have not yet been extensively studied. Applying the Zaltman Metaphor Elicitation Technique, our research focuses on broker teachers in Hong Kong, investigating how they enact their roles and influence innovative practices through these partnerships. By focusing on the perspective of broker teachers, this study diverges from previous research that often concentrated on schools' external partners. As such, the study highlights the unique challenges and opportunities that broker teachers face as agents of change. In three case studies, we show how broker teachers align their roles with the stakeholders' expectations during school initiatives. The findings unearth the dynamic nature of broker teachers' roles, highlighting the need for explicit role definitions and robust support structures. These elements are fundamental for broker teachers to effectively navigate the complexities of cross-sector partnerships and to drive sustainable educational reforms. Context and implications Rationale for this Study: Schools' cross-sector partnerships are rapidly developing to drive educational innovation. Research understood these partnerships as brokering activities. However, educational brokering is under-studied from the perspective of the broker teacher, who is in charge of the partnership from within the school. Why the New Findings Matter: This study investigated the nuanced roles of broker teachers, highlighting their more specific roles. For practitioners, this study underscores the importance of clear role definitions and robust support structures for broker teachers to effectively manage cross-sector collaborations. Implication for Policy and Practitioner: Policy

This study examines 'Faux Comprehension' and 'Pseudo-Understanding' among middle leaders and teachers in curriculum development, where apparent agreement masks deeper misalignments. Through a comparative case study and theoretical lens of action-driven sensemaking, the study analyzes four Hong Kong schools using questionnaires, interviews, and observations. Findings reveal: Faux Comprehension, where teachers superficially comply with leaders' directives, and Pseudo-Understanding, where misaligned goals are concealed by overconfidence. Both reflect overbearing leadership and cognitive biases. The study enriches sensemaking literature by incorporating compliance and cognitive bias perspectives, while recommending clearer guidelines and communication strategies to align educational practices with reform goals and enhance engagement. Copyright © 2025 The Author(s). 

Against the background of expanding parental choices and declining global birth rates, schools are experiencing rising competition regarding student enrolment. Schools have responded by strategically presenting information about their students' academic achievement and whole-person development orientation in the hope of attracting parents' interest. However, few studies have investigated the impact of these factors on student enrollment, particularly in the context of diverse school types and educational orientations. Accordingly, this study utilized data from 327 secondary schools in Hong Kong to examine the effects of academic achievement orientation and whole-person development orientation on student intake. Using hierarchical regression analysis, we found a positive association between high whole-person development orientation and student intake in aided schools with a strong academic development orientation. The result implies parents are increasingly concerned about their children's academic achievement and whole-person development at school. The study contributes to a broader understanding of the factors influencing parental choice in high-performing education systems, providing valuable insights for policymakers and educators seeking to improve educational offerings, enhance school transparency, and be better aligned with parental expectations. Copyright ©2024 Springer.

Against the background of expanding parental choices and declining global birth rates, schools are experiencing rising competition regarding student enrolment. Schools have responded by strategically presenting information about their students’ academic achievement and whole-person development orientation in the hope of attracting parents’ interest. However, few studies have investigated the impact of these factors on student enrollment, particularly in the context of diverse school types and educational orientations. Accordingly, this study utilized data from 327 secondary schools in Hong Kong to examine the effects of academic achievement orientation and whole-person development orientation on student intake. Using hierarchical regression analysis, we found a positive association between high whole-person development orientation and student intake in aided schools with a strong academic development orientation. The result implies parents are increasingly concerned about their children’s academic achievement and whole-person development at school. The study contributes to a broader understanding of the factors influencing parental choice in high-performing education systems, providing valuable insights for policymakers and educators seeking to improve educational offerings, enhance school transparency, and be better aligned with parental expectations. Copyright © 2024 The Author(s).