The paradox of power in leadership in early childhood education

The paradox of power in leadership in early childhood education

• Ho, Dora Hong Kong Institute of Education

Peabody Journal of Education, 87(2), 253-266, 2012

Routledge

2012

• R 教育政策與管理
  • RE 學校內部管理、學校與家長之關係
• R 教育政策與管理
  • RB 辦學團體及學校議會
• R 教育政策與管理
  • RI 其他非學術及支援人員
• S 學校環境、設備與組織
  • SG 學校組織、實驗學校
• Q 教育體系與各級學校
  • QB 小學前之教育、育兒設施、母嬰保健設施

Politics and Policy-Making Culture and Religion Culture and Civilization Business and Service Sector Business Management Educational Policy

• Hong Kong

• 1997.7 onwards

• 學前教育

Western frameworks for school improvement, including the stakeholder model and the model of decentralized leadership, have recently been promoted as solutions for school improvement. Using early childhood education in Hong Kong as an illustrative case, this article focuses on the power and authority of leadership in school decision making. The interview data collected from the two case study schools reveal a paradox of power in leadership that is characterized by tensions between centralization and decentralization in the change process, where decentralization is advocated by policymakers but traditional hierarchical cultures remain. The relationship between the leaders and school stakeholders incorporates a concept of harmony that functions to defuse the potential power struggle embedded in decision making.
[Copyright of Peabody Journal of Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/0161956X.2012.664479]

• 英文

期刊論文

• 0161956X

• 10.1080/0161956X.2012.664479

https://bibliography.lib.eduhk.hk/tc/bibs/5e6a77f5

2014-01-18