This study explores the relationship between school-level teacher qualifications and school-based professional learning community (PLC) practices in Early Childhood Education in Hong Kong. A territory-wide survey examined how preschool teachers perceived shared responsibility, reflective dialogues, deprivatized practices and organizational learning. The findings suggest a significant relationship between school-level teacher qualifications and teachers' perceptions of school-based PLC practices. As the percentage of bachelor degree holders in preschools increases, teachers are more positive about PLC practices in their perceptions. This study establishes a platform for future studies focusing on structural relationships between teacher qualifications and school-based PLC practices.
[Copyright © 2015 Elsevier Ltd.]

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.

Purpose: The function of early childhood education (ECE) has shifted from mothering to nurturing child development in Hong Kong. Teaching in kindergartens seems to be more attractive to men nowadays. The purpose of this paper is to explore the issues of male participation in ECE through a case study of a local kindergarten. Design/methodology/approach: A case study methodology was used in the research design and the data were collected through semi-structured interviews. The interviewees all came from a single, case study school, and included the kindergarten principal, head teacher, teachers, both Chinese and foreign nationals, and parents. Findings: The findings of the study indicated that most of the school staff support hiring male teachers in kindergartens and perceive that male teachers play an important role in educating young children. On the other hand, the views of parents who participated in the study were divided. This reflects gender bias on the part of parents. Originality/value: Minimal research on male participation in kindergartens has been conducted in Hong Kong. The findings of the study shed some light on the issues of male participation in ECE in a Chinese context. It is argued that overcoming the low participation of male teachers in ECE will require changes in deeply rooted institutional and management practices. From a wider perspective, providing better career prospects and improving the professional status of kindergarten teachers will attract more men to teach in kindergartens.
[Copyright © Emerald Group Publishing Limited].

In the last two decades, teacher leadership has been extensively discussed, mainly in relation to the professional education for in-service teachers. Relatively little is known about leadership as pedagogy for the development of pre-service teachers. The study reported in this paper aims to investigate the discourses of teacher education focusing on the process of teaching practicum supervision and leadership development of pre-service teachers. Early childhood education in Hong Kong was chosen as a research site for the study. Qualitative case study was adopted in the research design. Two pre-service teachers who were studying in the Bachelor of Early Childhood Education progamme and their teaching practicum supervisor from the university were selected as research participants. Semi-structured interviews and documentation were mainly used for data collection. The findings of the study indicated that both of the teaching practicum supervisor and pre-service teachers were aware of the importance of leadership development for professional growth. The teaching practicum provided various opportunities for developing leadership skills, such as reflection, collaboration, and engagement in professional learning community. The findings also revealed that a supportive environment could be possibly built up to support pre-service teachers in the process of leadership development through the joint efforts of teaching practicum supervisors from university, placement school, and student peers. It is argued that leadership as pedagogy in the process of teaching practicum is important for developing pre-service teachers as leaders for their future career.