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ERIC Number: EJ1180743
Record Type: Journal
Publication Date: 2016-Feb
Pages: 11
Abstractor: As Provided
ISSN: ISSN-0119-5646
The Effect of Trust on the Relationship between Instructional Leadership and Student Outcomes in Hong Kong Secondary Schools
Kwan, Paula
Asia-Pacific Education Researcher, v25 n1 p111-121 Feb 2016
In discussions on the contribution of leadership in improving schools, transformational leadership and instructional leadership are, more often than not, portrayed as disparate practices. The former argues for developing teacher collaborative capacity in schools, whereas the latter advocates establishing controlling measures on teaching quality; both lines of thought attract their own supporters. The recent finding that instructional leadership practices have a greater impact on student learning has apparently marginalised researchers' attention paid to transformational leadership. This study argues that both leadership practices are important to student performance; transformational leadership can foster a trusting environment in schools for facilitating the effective enactment of instructional leadership. Based on a dataset on Hong Kong vice-principals, this quantitative study found that the widely recognised link between instructional leadership and student outcomes did not hold in low-trust schools. As transformational leadership was conducive for trust building, its role in shaping student performance should be re-addressed.
Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hong Kong
Grant or Contract Numbers: N/A