The Key to Reform: Sustaining and Expanding Upon Initial Success

Honig, Bill

doi:10.1177/0013161x88024003005

Cited by 5 publications

(3 citation statements)

References 2 publications

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“…Professional development of teachers. Honig[39] pointed out that professional development of teachers is one of the key factors and leverage points making a difference in an educational system. Poplin[40] suggested that enhancing the growth of teachers is a new role of the leader.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Vision and leadership of principals in Hong Kong

Chui¹,

Sharpe

McCormick

1996

Journal of Educational Administration

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Describes a study which investigated the relationship between the vision and five dimensions of leadership behaviour of principals in Hong Kong. A survey was carried out on 48 secondary schools involving 548 teachers. Half of the sample schools were in a pilot scheme of school‐based management, the school management initiative (SMI). Factor analysis and multiple regression were used to analyse the data. The results suggested that five dimensions of leadership behaviour were all significantly related to the vision of principals for both types of schools. Whether the school was participating in the SMI or not also had a significant effect on the relationship between the vision of principals and three dimensions of leadership behaviour. Contrary to the expectations of the SMI and the suggestions by some researchers that teachers need to be particularly empowered in schools undergoing reforms, the findings of this study demonstrated that for principals with average and below average scores on vision, the degree of empowerment perceived by teachers in schools under the SMI was lower than for schools not under the reform. However, principals with high vision in schools under the reform had the highest scores in all five dimensions of leadership behaviour. The SMI may provide opportunities for leaders with vision to bring about a better environment for school improvement. These results provide important insights for those responsible for the implementation and evaluation of the SMI in Hong Kong, and perhaps for other systems devolving decision‐making power to more self‐managing schools.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Vision and leadership of principals in Hong Kong

Chui¹,

Sharpe

McCormick

1996

Journal of Educational Administration

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“…Increased teacher professionalism is part of a successful reform package and that includes higher salaries for teachers (Honig, 1988). …”

Section: Jncent Ive Prmzrarnsmentioning

confidence: 99%

Science and engineering research semester internship, Fall 1996, abstracts and research papers

Williams¹,

Brown²,

Davis³

et al. 1996

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“…However, these kinds of routinized actions can reinforce the status quo, acting to return the organization to a state of equilibrium, where relatively unchanging routines are repeated and might persist when no longer appropriate (Gersick & Hackman, 1990;Levitt & March, 1988). For organizational reform to occur, everyday school practices need critical inspection (Honig, 1988;Hussain, 2012). One possibility for this to occur is through the process of school accreditation, which itself is a routine conducted on a periodic cycle and requires that individuals reflect on what is being done.…”

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confidence: 99%

School Accreditation Process as Routinized Action: Retaining Stability While Promoting Reform

Enomoto

Conley

2015

Journal of School Leadership

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In this qualitative study, we explored how accreditation processes as routinized action can retain stability while promoting school reform efforts. We identified three secondary schools (two high schools, one middle) that had each employed accreditation processes as required in their respective school districts. We conducted interviews with key informants at each school, reviewed documents prepared for accreditation, and analyzed the findings based on routinized action theory. Using Feldman's (2000) typology of change (repair, expand, strive to make change), we posited how school renewal takes place in an ongoing and systematic manner. The findings suggest that the routines provided in accreditation processes can offer more than just stabilizing elements in a school organization, which had been the traditional view of organizational theorists. We offer implications for researchers and school leaders to consider in applying routines while seeking reform.

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The Key to Reform: Sustaining and Expanding Upon Initial Success

Cited by 5 publications

References 2 publications

Vision and leadership of principals in Hong Kong

Vision and leadership of principals in Hong Kong

Science and engineering research semester internship, Fall 1996, abstracts and research papers

School Accreditation Process as Routinized Action: Retaining Stability While Promoting Reform

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