Modelling the effects of principal leadership and school capacity on teacher professional learning in Hong Kong primary schools

Modelling the effects of principal leadership and school capacity on teacher professional learning in Hong Kong primary schools

• Hallinger, Philip Hong Kong Institute of Education
• Lu, Jiafang Hong Kong Institute of Education

School Leadership & Management, 1-21, 2014

Routledge

2014

• R 教育政策與管理
  • RH 校監、校長及管理人員、校長會
• M 教師與教師教育
  • MD 教師組織
• Q 教育體系與各級學校
  • QC 小學教育

Principal Leadership Capacity Teacher Learning Professional Development

• Hong Kong
• Israel

• 1997.7 onwards

• 小學教育

Over the past 30 years, school principals have been exhorted to articulate a clear vision as a key tool for stimulating the improvement of teaching and learning in their schools. Over the past decade, as school systems have sought to distribute leadership more broadly within schools, the same imperative has applied to middle-level leaders. Indeed, a key assumption underlying the move towards sharing leadership responsibilities more broadly has been the belief that this would strengthen collective efforts and reduce the gap between goals and outcomes. Yet, to date, there have relatively few investigations of the extent to which middle-level leaders are contributing to school improvement efforts. This study sought to understand how shared vision within school management teams (SMTs) impacts teacher commitment and teacher support for students through school alignment and coherence. Dyad survey data were collected from 411 SMT members and 559 teachers at 32 primary schools in Hong Kong. Results indicated that shared vision in SMTs is positively related to teachers' perception of school alignment and coherence, teachers' commitment and teacher support to students. Theoretical and practical implications of findings are discussed.
[Copyright of School Leadership & Management is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/13632434.2014.938039]

• 英文

期刊論文

• 13632434

• 10.1080/13632434.2014.938039

https://bibliography.lib.eduhk.hk/tc/bibs/52a70252

2014-10-22