Education accountability and principal leadership effects in Hong Kong primary schools

Education accountability and principal leadership effects in Hong Kong primary schools

• Hallinger, Philip Chulalongkorn University, Bangkok
• Ko, Yue On James The Hong Kong Institute of Education

Nordic Journal of Studies in Educational Policy, 2015

Co-Action Publishing

2015

• M 教師與教師教育
  • MG 教育工作人員之身份認同、態度與意見
• R 教育政策與管理
  • RE 學校內部管理、學校與家長之關係

Leadership Practices Accountability Teacher Perceptions Support for Students Student Outcomes

• Hong Kong

• 1997.7 onwards

• 小學教育

This study explored the nature and effects of leadership for learning in the context of Hong Kong primary schools. Employing a mediated model of leadership for learning, the study examined how school leadership practices are perceived and shaped in the high accountability context of Hong Kong school education. Consistent with other recent empirical studies of school leadership effects, the research explored the relationship between school leadership, school-level capacity for improvement and student learning outcomes. Regression analyses found a negative impact of principal leadership practices related to strategic direction and policy environments, but a positive impact of staff management and resource management practices in terms of enhancing support for students. Contrary to expectations, schools’ capacity in supporting students had less impact on student academic outcomes than the negative impact of resources capacity and workload of teachers. Instead, mixed impact was found between principal leadership and student academic outcomes; it was negative regarding practices in strategic direction and policy environment, but positive in leader and teacher growth and development. The study refines our understanding of how the socio-cultural and organisational contexts of schools shape successful school leadership.
[Copyright © 2015 Philip Hallinger and James Ko.]

• 英文

期刊論文

• 20020317

https://bibliography.lib.eduhk.hk/tc/bibs/7ce0d6dd

2017-06-19