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.]

本文寫作的背景，源於對香港鄉村學校發展的研究。2003 年，教統局為了改善小學的成本效益，規定學校取錄小一新生必須滿23 人才可開辦一班，政策導致多間鄉村小學被迫停辦，單以2005-2006 年計算，被迫停辦的村校達36 間，佔村校總數的三分之二，香港鄉村學校有從此在歷史上湮沒的趨勢。有見及此，香港歷史博物館、香港文化博物館及香港教育學院合作進行了一項「香港鄉村學校」的研究，這個研究計劃的時間從2006-2008 年，目的在搜集和撰寫學校資料，又透過口述歷史的形式，為香港的鄉村教育保留一些剪影。計劃的組長是羅慧燕博士，研究小組成員包括了教育政策與行政系的余惠冰、李展華、謝慶生及筆者，另有學生助理鄭漢癸和鄭悅。這個研究最終成就了54 所鄉村學校的檔案和18 份口述歷史，在研究的過程中，筆者「耳聞目染」，增加了對鄉村學校校長的了解：有些是透過直接訪談校長的；有些是透過其他受訪者轉述的，同時也引發出對鄉村學校校長的教育理念、領導和風格的體會和興趣。這些資料，除了反映香港社會一定時空的教育發展之外，對豐富香港校長領導的文獻也很有幫助。於是，研究小組將這部分的專題交由筆者整理，並代表研究小組就着香港村校的校長領導，作一些報道。
[Copyright © 2011 香港教育圖書公司.]

在學校裏，校長的領導固然重要，但是沒有高質素的中層管理人員的協助和配合，要達致優質學校教育的目標是有困難的。中層管理人員是學校的骨幹，亦是校長和教師的橋樑，他們在學校扮演著很重要的角色。近年，由於校本管理的落實和多項教育變革在學校推行，大大增加了中層管理人員的工作量和領導需求。本文透過對六十多名負責推行教育變革的學校中層管理人員，瞭解他們在其崗位上所面對的困難，並作出了分析及建議。
There is no doubt about the significance of principal leadership in schools. However, without the assistance and cooperation from the effective middle managers, it is difficult for principals to meet the targets for quality school education. School middle managers are the backbone of the schools and also the bridge between the principal and teachers. They play a crucial role in the school organization. Recently, the implementation of school-based management and many other school reforms in Hong Kong have increased the workload of middle managers. There is an increasing need of their leadership in schools. This study has collected data from about sixty middle managers who are responsible for implementing school reforms in the primary educational sector. Problems faced by the middle managers of Hong Kong primary schools in leadership are analyzed and discussed. Implications for future improvement are made.
[Copyright of New Horizons: The Journal of Education, Hong Kong Teachers' Associationl is the property of Hong Kong Teachers' Association at http://www.hkta1934.org.hk/]

Teacher culture is widely regarded as a factor affecting the success of school improvement efforts. Descriptions of teacher cultures in the literature are often rooted in particular historical, geographical and socio-political contexts, which may limit the wider applicability of these models. This paper goes beyond a simplistic comparison of schools against pre-defined models of culture. It provides a rare insight into one of Hong Kong's international primary schools and describes the centrality of collegial support in teachers' day-to-day lives. The evidence confirms that transformational forms of leadership are central to building a supportive school culture, but high expectations of teachers and strong collegial support do not create rigorous development of practice and may in fact work against it. This paper contributes to our knowledge of teacher cultures in a way which can help stimulate discussion of Hong Kong’s diversity of school types in more than simple structural terms.
老師文化被廣泛認為是影響學校成功改善的因素之一。文獻中描述的教師文化模式，多植根於歷史、地理及社會政治因素，因而限制了更廣泛地應用這些模式。這篇文章超越了簡單地把學校與既定文化模式作對比，對一所香港的國際小學提出精闢的見解，同時描繪老師日常生活互相支持的核心要素。研究數據證實，要建立學校支援文化，最重要的是轉化型的領導才能；此外，老師過高的期望和強有力的同儕支持，卻不能在實踐上產生精確的發展，甚至會造成反效果。這篇文章加深我們對教師文化模式的認識，從而激發我們對香港不同類型學校作深入探討，而不僅是依據簡化的系統作研究。
[Copyright of New Horizons: The Journal of Education, Hong Kong Teachers' Associationl is the property of Hong Kong Teachers' Association at http://www.hkta1934.org.hk/]