Leading a school during the uncertainties of challenges, changes, and crises requires school principals to respond and react effectively, cohesively and proactively using resilience. Rather than using discrete contracts or dimensions to measure principal resilience, this paper tended to develop and validate a multidimensional instrument of principal resilience. Derived from the existing literature and three empirical studies, a 20-item Principal Resilience Inventory has been established by using a rational-theoretical approach of test construction with various samples of school principals from Hong Kong and Mainland China. The Principal Resilience Inventory encompasses five dimensions that capture the most salient resilience experience of school principals including physical, emotional, psychological, cognitive, and social resilience. Given a robust validation procedure, this instrument offers solid proof of the psychometric properties. It is expected that this validated measure can serve as a more robust means for gauging comprehensive investigations of principal resilience. Indeed, principal resilience is not just a buzzword, but an important quality that supports principals to infuse themselves into their professional lives in pursuit of the collective good. Copyright © 2023 The Author(s).

This chapter surveys the state of the field and presents a rigorous account of the core and cutting-edge concepts, timely and novel issues and pioneering theories related to the subject of entrepreneurialism and higher education policies. Apart from conceptualising the linkage between higher education policies and entrepreneurialism, it will also use the empirical example of Hong Kong and illustrates a contextual approach to understand the role of higher education policies in an attempted capitalist restructuring from a finance-led model to an innovation-led model (Baark & So, 2006). The case of Hong Kong demonstrates the state level response, by cities, instead of firms, to the interurban competition and capitalist restructuring in the global knowledge economy (Jessop 1998; Jessop and Sum 2000), particularly through capitalising the academic profession and scientific capital (Tang, 2020). The contextual approach expounded by this chapter will offer international readers a lesson learned for the function of higher education policies in reconsidering academic entrepreneurialism and rejuvenating innovation in the post-COVID precarious 21st century. Copyright © 2023 Gerard A. Postiglione, Christopher J. Johnstone and Wesley R. Teter.

Introduction: Understanding the sources and the effects of collective teacher efficacy has been one of the central interests to many educational researchers and practitioners, because it is critical to understand how teachers can shape, and are shaped by, the educational processes in schools. Following the social cognitive perspective on the sources and consequences of efficacy beliefs, this study examined how school support influences collective teacher efficacy which in turn affects teachers’ organizational commitment. Method: The participants included 969 teachers sampled from 28 primary and secondary schools in Hong Kong. To appropriately address the nature of collective teacher efficacy and school support as school-level variables, the doubly latent multilevel structural equation modeling approach was used to analyze the data. Results: The results revealed the mediation mechanism played by collective teacher efficacy in explaining the effect of school support on teachers’ organizational commitment. Discussion: Schools are suggested to consider fostering a supportive school environment as a strategy to improve teachers’ collective efficacy beliefs if it is wished to enhance teachers’ commitment to schools. Copyright © 2023 Zhang, Lee, Yin and Yang.

基於國家主義分析視角，通過解密歷史檔案文獻，本研究對香港高等教育治理問題進行了探析。研究表明：香港高等教育大體經歷了初創、停滯、發展、擴張、改革、新發展等六個歷史時期；在高等教育治理上呈現出國家控制、政府積極不干預、自治與問責、國際化與法治化等特征。著眼未來，香港高等教育治理需要構建起與“一國兩制”相適應的治理體系，推動跨境師生與社會流動，促進大學服務國家戰略需求。 Copyright © 2022 全國港澳研究會.

大學治理是關於各利益群體參與學校決策的權力組成及其實施過程。香港教育大學董事會是學校的治理機構和決策系統，緊緊抓住了“錢”和“人”兩個核心要素，通過“監控者”和“把關人”兩種角色來實現其功能。董事會是聯結大學外部權力參與大學治理的途徑，它對以校長為首的行政權力起著制約和支持的雙重作用；而校長擔任著行政權力和學術權力的雙重領導。內地大學董事會可依據學校實際吸納教育專家彌補外行人士建言獻策的局限；吸收志願者服務並保護大學利益；根據發展需要設置董事會職能。 Copyright © 2022 西南科技大學.