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ERIC Number: EJ1051454
Record Type: Journal
Publication Date: 2014
Pages: 21
Abstractor: As Provided
Reference Count: 107
ISBN: N/A
ISSN: ISSN-1363-2434
Modelling the Effects of Principal Leadership and School Capacity on Teacher Professional Learning in Hong Kong Primary Schools
Hallinger, Philip; Lu, Jiafang
School Leadership & Management, v34 n5 p481-501 2014
Over the past 30 years, school principals have been exhorted to articulate a clear vision as a key tool for stimulating the improvement of teaching and learning in their schools. Over the past decade, as school systems have sought to distribute leadership more broadly within schools, the same imperative has applied to middle-level leaders. Indeed, a key assumption underlying the move towards sharing leadership responsibilities more broadly has been the belief that this would strengthen collective efforts and reduce the gap between goals and outcomes. Yet, to date, there have relatively few investigations of the extent to which middle-level leaders are contributing to school improvement efforts. This study sought to understand how shared vision within school management teams (SMTs) impacts teacher commitment and teacher support for students through school alignment and coherence. Dyad survey data were collected from 411 SMT members and 559 teachers at 32 primary schools in Hong Kong. Results indicated that shared vision in SMTs is positively related to teachers' perception of school alignment and coherence, teachers' commitment and teacher support to students. Theoretical and practical implications of findings are discussed.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Primary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hong Kong