Leading for quality improvement: a comparative research agenda in early childhood education in England and Hong Kong

Abstract

This paper discusses the changing concepts of leadership in early childhood education (ECE) in England and Hong Kong during a period of significant education reform. We seek to illustrate the interplay between the impact of the policy agenda and the emerging quality leadership perspectives found in the theoretical literature, by first considering the recent education reform context in both England and Hong Kong, before examining the importance of leadership for quality provision given the constraints and drivers of policy expectation. The paper explores transformational, distributed and authentic models of leadership in the 'New Leadership' paradigm and uses these constructions to examine the developing problems and opportunities for quality leadership as expected by the current policy reform agenda and understood by the practitioners. In conclusion, we raise questions about the interplay between policy agendas and the development of theoretical models of leadership for ECE in England and Hong Kong.

Reflections on the Revised National Curriculum for Preschool in Sweden – interviews with the heads

“…to intertwine theory and practice. The leadership in education is of great importance but few articles related to leadership in preschool have been found in data basis (e.g., Leeson, Campbell-Barr & Ho, 2012). Leeson et al state that the significance of leadership in preschool is often undervalued and the relationship between policy, quality and leadership is an issue that needs to be critically explored (ibid.…”

Review of Research on Educational Leadership and Management in Hong Kong, 1995–2012: Topographical Analysis of an Emergent Knowledge Base

“…Researchers have also analyzed how leadership is exercised at different levels of the school system. These have included studies of leadership in early childhood settings (e.g., Ho, 2005;Ho & Tikly, 2012;Leeson, Campbell-Barr, & Ho, 2012), primary schools (E. H. F. Law, 2011), secondary schools (M. Lee, Hallinger, et al, 2012;Pang, 2010;Walker & Ko, 2011), and the school system (Y. C. Cheng, 2000a; Y. C. Cheng & Walker, 2008;Dimmock & Walker, 1998c;Hallinger, 2010). Studies of leadership effects are linked to the second most-studied topic, school change, effects, and improvement.…”

“…C. Cheng, 2005;Evers, 2000;Lam, 2001Lam, , 2002Lam, , 2004E. H. F. Law, 2011;Yu et al, 2002) and school improvement (e.g., Hallinger & Heck, 2011;Hallinger & Huber, 2012;Leeson et al, 2012;Walker & Ko, 2011).…”

Preschool teachers' understanding of quality in preschool: a comparative study in three European countries

“…Although all countries are working with these topics the goals are still not attained and in some cases this is a result of the socio-and economic situation in the country but it may also be a prioritisation. As appears from various preschool studies the leadership role is often undervalued, despite that many researchers have pointed out the leadership as decisive for development and quality improvements in preschool (e.g., Ho, 2011;Leeson, Campbell-Barr & Ho, 2012). The same situation concerns common values (UN, 1989).…”

“…If not, what can be done to support and enhance the child's development and learning? The main reason for evaluating the quality is to be able to increase the knowledge about how to make improvements in preschool in order to enhance child development and secure children's health and well-being (Brodin & Renblad, 2014b;Leeson, Campbell-Barr & Ho, 2012;. The aim of this article is to highlight quality in preschool and compare data from three European countries.…”