Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.435416
Title: Understanding effective leadership for quality early childhood programmes in Hong Kong
Author: Ho, Dora Choi-wa.
Awarding Body: University of Bristol
Current Institution: University of Bristol
Date of Award: 2006
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Abstract:
This study aims to identify the characteristics of effective leadership for quality early childhood programmes in the local settings of a sample of Hong Kong preschools. To achieve this aim, effective leadership was investigated from the multiple perspectives of various school stakeholders including school governors, principals, teachers, members of support staff and parents. The interactions between school leadership, in-school processes, school outcomes and school context were examined in depth. One kindergarten and one child care centre were selected for study, both of which were rated as 'excellent' in the external validation of the quality assurance inspections of a local education authority. Data were collected from semi-structured, individual and group interviews, and the analysis of data was conducted based on the model of Attride-Stirling's Thematic Network (2001). As perceived by various school stakeholders, the school principals tended to take up three major roles: role model, school manager, and mentor for curriculum and pedagogy. Characteristics of the associated patterns of the three leadership roles were similar to those of moral, managerial and instructional leadership documented in the literature. More importantly, research findings indicated that leadership was largely centralized in the hands of the school principals in this study. There was a gap between the form of centralized leadership in the case studies and the conceptual model of participative leadership experienced in many Western developed countries. Discussions drawn from the results of this study mainly focus on three areas: conflicts between market forces and professional values, dilemma between centralization and decentralization of school leadership, and sustainable development of the preschools. The implications of this study for professional development, leadership practice and government support are discussed and its implications for theoretical literature and further research are also presented.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.435416  DOI: Not available
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