Several leadership approaches have been advocated as effective ways of bringing about substantial changes in practices. “Instructional” or “transactional leadership” describes the qualities of a leader who provides the vision and impetus for change. In contrast, “transformational leadership” refers to those whose approach is more consistent with evolving trends in educational reform such as empowerment, distributed leadership, and co-construction of learning. Hong Kong has launched a variety of education reforms that focus on quality of learning and teaching. While there has been a general recognition of the importance of teacher leadership few efforts have been made to identify and promote specific approaches to teacher leadership designed to bring about desired improvements at the early childhood stage. The present study examines how teacher leaders conceive their role within current school leadership models. In this study kindergarten/preschool teachers of the senior management team were asked to complete a questionnaire concerning various aspects of leadership. Factor analysis, however, was unable to replicate the clear patterns found in Western countries which broadly differentiated between transactional and transformational styles of leadership. Instead a mix of styles was more often reported. A number of possible explanations for this finding are considered and some implications for policy makers wishing to transform kindergarten education in Hong Kong are put forward.
[Copyright © 2014 Springer Science+Business Media New York.]

教育統籌委員會第七號報告書為推動「優質學校教育」提出了不少的建議，包括確立質素保證架構，透過校本管理加強學校各主要成員的合作，以及推行學校自我評估來保證各校本身的質素。為了支援本港小學更好的發展校本評估機制，香港初等教育研究學會於2001-2002 年得到地區教師專業交流計劃的支持，與教育署合辦一個小學校本評估支援計劃，為了更好地推廣及利用上述的成果，香港初等教育研究學會又得到地區教師專業交流計劃的支持，於2002 年10 月至2003 年9 月推行「小學學校自我評估的行動研究與分享」計劃。是項計劃一共接納了九間學校參與，此論文將分享其中的實踐經驗及就學校自我評估提出一些推行建議。
The Education Commission Report No. 7 suggests focus on ways to improve school management and performance towards the provision of quality school education to better meet the needs of pupils. Internal quality assurance should be achieved through school-based management, participation of parents and teachers, and self-evaluation by schools. The Hong Kong Primary Education Research Association carries out a plan: Support Scheme for School-based Evaluation of Primary school to assist primary schools to develop their own school-based evaluation plans in 2001.Then the HKPERA gain another project: Sharing and Action research on School Selfevaluation in Primary School which is funded by District Teacher Network. This article aims to share the experience within nine participating schools and suggest ways for the implementing of self-evaluation in schools.
[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/]