Teachers’ perceptions of the effect of selected leadership practices on pre-primary children’s learning in Hong Kong

Teachers’ perceptions of the effect of selected leadership practices on pre-primary children’s learning in Hong Kong

• Cheung, Alan Chi Keung The Chinese University of Hong Kong
• Keung, Chrysa Pui Chi The Chinese University of Hong Kong
• Kwan, Paula Yu Kwong The Chinese University of Hong Kong
• Cheung, Louisa Yuet Sai The Chinese University of Hong Kong

Early Child Development and Care, 189(14), 2265-2283, 2019

Routledge

2019

• C 教學心理學
  • CA 知覺與肌動能力

Teacher Leadership Early Childhood Education Leadership Practices Children’s Learning Childhood Development Leadership School Learning Teachers Test Construction

• Hong Kong

• 1997.7 onwards

• 學前教育

This study attempts to identify the leadership practices in Hong Kong pre-primary schools, and to examine their impact on children's learning. A total of 287 key stakeholders, including principals, curriculum leaders and teachers, completed the questionnaires. The study adopted a structural equation model to examine the dimensions of leadership practices. The results of confirmatory factor analyses suggest that core leadership practices can be measured in accordance with the following four dimensions: setting directions for curriculum design and development; developing people in schools; building a collaborative and reflective culture; and improving teaching effectiveness. Multiple regression analysis reveals that the implementation of those leadership practices has a positive influence on children's whole-person development in terms of knowledge, skills, and attitudes. This evidence confirms the findings of previous studies that children's development and learning are enhanced through teacher leadership practices in schools.
[Copyright of Early Child Development and Care is the property of Routledge.]

• 英文

期刊論文

• 03004430
• 14768275

• 10.1080/03004430.2018.1448394

https://bibliography.lib.eduhk.hk/tc/bibs/d151cdf1

2020-03-03