How does effective leadership work in Chinese preschools? Roles and practices

How does effective leadership work in Chinese preschools? Roles and practices

• Ho, Choi Wa Dora The Hong Kong Institute of Education

2010

Annual Meeting of American Educational Research Association: Understanding Complex Ecologies in a Changing World (2010: Denver, CO)

• R 教育政策與管理
  • RE 學校內部管理、學校與家長之關係
• 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

• Hong Kong

• 1997.7 onwards

• 學前教育

This study aimed at identifying the effective leadership roles for quality programmes in a market-driven, Chinese preschool context. It adopted a qualitative research strategy with in-depth case studies of two preschools in Hong Kong. Effective leadership was investigated from the multiple perspectives of various school stakeholders. The findings indicated that principals of the two schools tended to take up three major roles: role model, school manager, and mentor for curriculum and pedagogy. With reference to the contemporary leadership models proposed by Leithwood and Duke (1999), the characteristics of effective leadership perceived by various school stakeholders were similar to those of moral, managerial and instructional leadership but were different from the Western notion of distributed leadership documented in the literature.

Paper presented at the Annual Meeting of American Educational Research Association: Understanding Complex Ecologies in a Changing World

• 英文

會議論文

https://bibliography.lib.eduhk.hk/tc/bibs/6f430a2b

2016-01-07