Author(s) |
Title and Abstract |
Lee, M., & Hallinger, P.
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National contexts influencing principals’ time use: Economic development, societal culture, and educational system. School Effectiveness and
School Improvement, 23(4), 461-482.
(The 2013 Dick Wolf Award paper)
Abstract: This study examines the impact of macro-context factors on the behavior of school principals. More specifically, the article illuminates how a nation’s level of economic development, societal culture, and educational system influence the amount of time principals devote to their job role and shape their allocation of time to instructional leadership, administration, and management of relationships with parents and community.
Keywords: national contexts; school principals; time use; time allocation; leadership
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Walker, A., Hu, R., & Qian, H. Y.
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Principal leadership in China: An initial review. School Effectiveness and School Improvement: An International Journal of Research, Policy and Practice, 23(4), 369-399.
Abstract: This article reviews the literature on Chinese principalship written in English and Chinese between 1998 and 2008. The first sections discuss the rationale for the research, the review process, and the state of education research in mainland China. The review findings are presented as a set of core patterns and contributory subpatterns, which flow from either the empirical or non-empirical literature.
Keywords: principal leadership; China; literature review; leadership studies in China; international comparative leadership studies
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Lee, M., Hallinger, P., & Walker, A.
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A distributed perspective on instructional leadership in International Baccalaureate schools. Educational Administration Quarterly, 48(4), 664-698.
Abstract: Purpose: The purpose of this study is to provide a better understanding of how instructional leadership responsibilities are distributed in International Baccalaureate (IB) schools in East Asia. Research Design: Case studies were conducted in five international schools located in Thailand, Vietnam, Hong Kong, and China.
Keywords: distributed leadership, instructional leadership, program transition, curriculum implementation, IB schools
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Hallinger, P.,
& Lee, M.
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A global study of the practice and impact of distributed instructional leadership in International Baccalaureate (IB) schools, Leadership and Policy in Schools, 11(4), 477-495.
Abstract: In this article we report the results of a mixed-methods study of instructional leadership practices in IB schools located through- out the world. In the quantitative phase, we analyzed data from a global survey of IB program IB coordinators conducted in 2008. The broad trends revealed by the quantitative analysis were then considered in light of qualitative data obtained through in-depth case studies of five IB World Schools in East Asia. Reference to the qualitative data enabled us to explore how instructional leadership was distributed in these schools, as well as how these leadership practices contributed to smoother student transitions across IB pro- grams. Our combined results suggest that instructional leadership is widely distributed in IB schools and contributes to creating cross-program coherence.
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Lee, M., Hallinger, P., & Walker, A.
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Leadership challenges in international schools in the Asia Pacific region: Evidence from programme implementation of the International Baccalaureate. International Journal
of Leadership in Education, 15(3), 289-310.
Abstract: Despite this dramatic growth of international education in Asia Pacific, empirical research examining leadership in this context is scarce. This paper addresses this gap through the analysis of case study data collected in five International Baccalaureate Schools in East Asia. The purposes of the report are to explore key challenges facing IB school leaders in the region, and identify implications for researchers and IB school leaders.
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Ho, D., &
Tikly, L. P.
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Conceptualizing teacher leadership in a Chinese, policy-driven context: A research agenda. School Effectiveness and School Improvement, 23(4), 401-416.
Abstract: This article explores the implications of applying the concept of distributed leadership in a Chinese context and outlines a research agenda for future work in this area. The article focuses specifically on teacher leadership in early childhood education in Hong Kong as an illustrative case. It suggests that change agentry, collaboration, collegiality, power, and authority are key aspects of discourse on teacher leadership in a Chinese, policy-driven context. It is argued that existing studies of leadership have failed to recognize the complexity of employing teacher leadership in hierarchical, policy-driven, high power distance, collectivist cultural contexts.
Keywords: Chinese culture, early childhood education, teacher leadership
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Lee, M.,
Louis, K.S.,
& Anderson, S.
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Local education authorities and student learning: The effects of policies and practices. School Effectiveness and
School Improvement, 23(2), 133-158.
Abstract: This special theme issue of School Effectiveness and School Improvement examines trends in thinking about how school leadership makes a difference in schools around the world. The introduction to this special issue first places this topic and the relevant articles in a historical context. Then the editors offer brief descriptions of the articles highlighting their contributions to the overall theme.
Keywords: principal, school improvement, international
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Leeson, C., Campbell-Barr, V.,
& Ho, D.
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Leading for quality improvement: A comparative research agenda in early childhood education in England and Hong Kong, International Journal of Leadership in Education, 15(2), 221-236.
Abstract: 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. |
Ho, D.
|
The paradox of power in leadership in early childhood education. Peabody Journal
of Education, 87(2), 253-266.
Abstract: Using early childhood education in Hong Kong as an illustrative case, this article focuses on the power and authority of leadership in school decision making. The interview data collected from the two case study schools reveal a paradox of power in leadership that is characterized by tensions between centralization and decentralization in the change process, where decentralization is advocated by policymakers but traditional hierarchical cultures remain. |
Ko, J.,
Hallinger, P.,
& Walker, A.
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Exploring school improvement in Hong Kong secondary schools. Peabody Journal
of Education, 87(2), 216-234.
Abstract: Using Rosenholtz's ( 1985 ) conception of “moving” and “stuck” schools as a framework for thinking about school improvement, this study examines the learning outcomes of 39 Hong Kong secondary schools over a 3-year period. We examine whether features of leadership and school capacity differed with respect to these learning outcomes within the sample of moving and stuck schools.
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Lu, J., Tjosvold, D., Shi, K., & Wang, B.
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Developing work-family balance through conflict management. Asian Journal of
Social Psychology, 15(2), 77-88.
Abstract: This study adopts an episodes approach and uses the theory of cooperation and competition to understand the interaction that promotes resolving work–family conflict incidents. Two-hundred and four Chinese dual-career parents each described a specific work–family conflict incident and responded to specific questions to code the interaction.
Keywords: cooperation and competition;conflict management;work–family conflict |
Katyal, K. R.
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Teacher leadership and ICT: Sowing the seeds for life-long. Leading and Managing, 8(1), 65-77.
Abstract: Policy makers, governmental and non-governmental agencies, educators and other stakeholders have emphasised that adopting Information and Communications Technology (ICT) in education is an effective means to realise this goal. However, there is little empirical support to show that usage of ICT in schools has indeed led to consistent and sustainable improvement in learning. Paradoxically students are engaged in large-scale autonomous learning (school-valued and otherwise) in out-of-school situations, via the Internet. In this article, I argue a more realistic way to promote lifelong learning is to systematically investigate ways by which teacher leaders can extend their instructional leadership roles to situations that lie beyond pedagogies traditionally associated with classroom teaching and thereby explore the new contexts for student learning. |
Walker, A.
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Leaders seeking resonance: Managing the connectors that bind schools. International Journal
of Leadership
in Education, 15(2), 237-253.
Abstract: This commentary focuses on school leadership as connective activity. Leadership is essentially about designing, managing and energizing the right connections, and untying the wrong ones, in order to make schools successful, equitable, happier places. As such, a school leader’s job is connecting, disconnecting and in some cases reconnecting pathways, including those which may have faded in the rush to change, in order to create better places for students to grow and learn.
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Walker, A.,
& Kwan, P.
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Principal selection: Panel preferences and perceptions. Journal of Educational Administration, 50(2), 188-205.
Abstract: Purpose – The purpose of this article is to report a study of the strategies members of principal selection panels use to select the best candidate for a principal position. Design/methodology/approach – The study draws on both qualitative and quantitative data. The quantitative analysis drawn on data collected from school supervisors and school principals confirmed a four-factor structure and qualitative interview data was used to supplement findings.
Keywords: Principals, Selection, Recruitment, Selection panels, Development, Hong Kong
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Walker, A.,
& Qian, H. Y.
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Reform disconnection in China. Peabody Journal
of Education, 87(2), 162-177.
Abstract: This article examines many of the frustrations associated with implementing education reforms in mainland Chinese schools. Our basic argument is that when taken individually, many of the recent reforms are beneficial, but when parceled together and thrust hastily at schools, they are unwieldy and disconnected. |
Cravens, X. C.,
& Hallinger, P.
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School leadership and change in East Asia: Building capacity for education reform , 87(2), 157-161.
Abstract: The issue aims at highlighting research-based knowledge on the practices of leading change, innovation, and school improvement.
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Lee, M.,
Walker, A.,
& Chui, Y. L.
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Contrasting effects of instructional leadership practices on student learning in a high accountability context. Journal of Educational Administration, 50(5), 586–611.
Abstract: Purpose – The purpose of this paper is to examine the effects of different dimensions of instructional leadership on student learning in Hong Kong secondary schools, whose broader institutional contexts are critically characterized by high accountability policy environments.
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Kwan, P.,
& Walker, A.
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Linking vice-principals’ perceptions of responsibilities, job satisfaction and career aspirations. International Studies in Education Administration, 40(1), 3-18.
Abstract: This article reports a study designed to explore the discrepancy between ideal and actual role responsibilities perceived by vice principals and to further examine its relationship with job satisfaction and career aspirations. Based on a Hong Kong data set, the study reported that disparity was identified in all job responsibility areas, with the most considerable gaps found in the dimensions of resource management and staff management; however, only the resource management gap was a predictor of vice principals’ career aspirations. |
Hallinger, P.,
& Lu, J.
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Overcoming the Walmart Syndrome: Adapting problem-based management education in East Asia. Interdisciplinary Journal of Problem-based Learning, 6(1), 16-42.
Abstract: This paper explores design issues to be considered in adapting the problem-based learning (PBL) for use in the context of East Asian higher education and tests its instructional effectiveness in a Master of Management degree program at a graduate school of business (GSB) in Thailand. The research analyzes course evaluation data obtained from 20,988 student reports over a seven-year period to assess the impact of a locally developed PBL curriculum on student perceptions of course effectiveness and engagement in learning.
Keywords: problem-based learning, learner-centered, Asia, higher education, management education, Thailand
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Hennebry, M.,
Lo, Y. Y.,
& Macaro, E.
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Differing perspectives of non-native speaker students’ linguistic experiences on higher degree courses. Oxford Review of Education, 38(2), 209-230.
Abstract: We report a small-scale study investigating the perceptions of postgraduate students who are non-native speakers of English and those of academic staff with regard to those students. A sample of 43 students in one department at a Russell Group university were surveyed and a sub-sample interviewed. Six members of academic staff were interviewed and some observed in their teaching.
Keywords: higher education; international students; linguistic challenges; non-native speakers
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Hallinger, P.,
& Huber, S.
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School leadership that makes a difference: International perspectives. School Effectiveness and
School Improvement, 23(4), 359-367.
Abstract: This special theme issue of School Effectiveness and School Improvement examines trends in thinking about how school leadership makes a difference in schools around the world. The introduction to this special issue first places this topic and the relevant articles in a historical context. Then the editors offer brief descriptions of the articles highlighting their contributions to the overall theme.
Keywords: principal; school improvement; international
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Chen, H.,
& Lu, J.
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Effective leadership in implementing process-based curriculum change (“基於工作過程課程改革管理中的有效領導行為"). Chinese Vocational and Technical Education (中國職業技術教育), 18, 74-77.
Abstract: Based on in-depth investigation of process-based instruction (PBI) implementation at a vocational institution at Jiangsu province, this study analyzed the leadership style of the curriculum leader and demonstrated its effect on instructional change and teachers. The results were interpreted as both transformational leadership and transactional leadership are desirable in order to successfully implement PBI in professional and vocational education.
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Zhao, J., Lu, J.,
Shi, K., & Yu, J. F.
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Influence followers for change: The moderating effect of leader-member exchange (管理行為策略對員工變革態度的影響：LMX的調節作用. Science & Technology Progress and Policy (科技進步與對策), 4, 143-147.
Abstract: This study examined the impact of behavioral Influence Tactics (Yukl, Seifert, & Chavez, 2008) on organizational members’ resistance to change and change implementation, as well as the moderating effect of Leader-Member Exchange (LMX) on the relationships. Survey data was collected from 246 organizational members. Findings that were inconsistent with already western literature were highlighted and discussed. |
Lam, B. H.
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Why do they want to become teachers? A study on prospective teachers’ motivation to teach in Hong Kong. The Asian Pacific Education Researcher, 21(2), 307-314.
Abstract: Teaching as an occupation in Hong Kong differs significantly from the western context from which most researches on teaching motivation originate. Through in-depth interviews with 38 graduands of a teacher-preparation programme, beginning teachers’ motivations for choosing teaching were explored using grounded theory methods. Respondents’ motivations coalesce into two categories, “teaching as a safe haven”, and “internal satisfaction”. Participants were conceptualized as falling into two groups: one group was motivated exclusively by “internal satisfaction”, the other saw “teaching as a safe haven” but at the same time also appreciated teaching’s internal satisfaction.
Keywords: motivation, beginning teachers, teachers’ income
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