Exploring the role of leadership in facilitating teacher learning in Hong Kong

Influence of leadership styles on teacher communication networks: a Hong Kong case study

“…These two design-based studies showed how different leadership styles influence interactions among members, thereby creating two modes of communication networking systems (Law, 2011). One mode permits a greater degree of teacher participation and reciprocal influences among members regardless of power and status, which is a form of distributed leadership practice (Muijs & Harris, 2006).…”

“…The project also acknowledged the contemporary learning theories such as 'reflection' and 'situated learning', which provided theoretical foundations in constructing our model of school-based teacher development (Lave & Wenger, 1991;Law, 2010Law, , 2011. The following are the key characteristics of an effective development programme which form the design principles and approaches of the project and echo the concept of transformative leadership within the school-based curriculum development tradition (Harris, 2003;Henderson & Hawthorne, 1995;MacBeath & Moos, 2004).…”

“…English remains a compulsory subject for all higher education institutions in Hong Kong, although Putonghua (Chinese) has increasingly asserted its instrumental and ideological influences in the school curriculum. The Asian values of hard work and the authoritarian status of teachers continue to prevail in the Hong Kong educational system (Law, 2011;Law, Wan, Galton, & Lee, 2010). Majority of parents in Hong Kong regard education as a key instrument for their children's upward social mobility regardless of their social class (Shouse & Lin, 2010).…”

A Review of Empirical Research on Distributed Leadership at Schools

“…The reviewers also realized that there was an apparent distinction in the perspectives of Western and Eastern civilizations towards leadership distribution. Research findings indicate distributive and participative leadership is viewed more positively in the countries representing the Western world (U.S.A, Australia, U.K., New Zealand, Belgium, Malta, Portugal, Norway, Canada) than in the Oriental or East Asian settings (Iran, Pakistan, China, Taiwan, Thailand, Vietnam, South Korea, Hong Kong, Singapore) (Abrahamsen et al, 2015;Arrowsmith, 2007;Harris & Townsend, 2007;Hulpia et al, 2009;2011;Moller et al, 2005;Ritchie & Woods, 2007). The review findings point out that in the Eastern cultures power distance matters a lot and a solo leader is trusted to run the school on behalf of his subordinates.…”

“…Batı medeniyetinin temsilcileri olan ülkelerdeki (A.B.D., Kanada, Birleşik Krallık, Avustralya, Yeni Zelanda, Belçika, Portekiz, Norveç ve Malta) araştırma bulguları, paylaşılan liderliğe Oryantal veya Uzak Doğu medeniyeti temsilcilerinden (Iran, Pakistan, Tayvan, Tayland, Çin, Vietnam, Hong Kong, Singapur ve Güney Kore) daha olumlu bakıldığını göstermektedir (Abrahamsen vd., 2015;Arrowsmith, 2007;Harris ve Townsend, 2007;Hulpia vd., 2009;2011;Moller vd., 2005;Ritchie ve Woods, 2007). Buna karşın, Uzak Doğu ülkeleri olan Çin (Mercer ve Ri, 2006;Law, 2011), Singapur (Ng Foo Seong ve Ho, 2012) ve Tayvan'da (Chang, 2011) yapılan araştırmalarda formal liderler geleneksel olarak otorite figürü olarak kabul edildiği görülmüştür. Okulların hiyerarşik bağlamı nedeniyle öğretmenlerin hatta orta derece yöneticiler olan bölüm başkanlarının dahi etkisinin atanmış liderlerin gölgesinde kaldığını ortaya koymuştur.…”