Principal leadership and school capacity effects on teacher learning in Hong Kong

International Journal of Educational Management

Volumn 30, Issue 1, 2016, Pages 76-100

  Li, Lijuan ^a   Hallinger, Philip ^b   Ko, James ^a  

^a THE EDUCATION UNIVERSITY OF HONG KONG   (Hong Kong)

^b CHULALONGKORN UNIVERSITY   (Thailand)

Author keywords

Leadership; Principal; School capacity; Teacher learning

Indexed keywords

EID: 84950316354     PISSN: 0951354X     EISSN: None     Source Type: Journal    
DOI: 10.1108/IJEM-03-2014-0035     Document Type: Article

References (108)

1. Alper, S., Tjosvold, D. and Law, K.S. (1998), “Interdependence and controversy in group decision making: antecedents to effective self-managing teams”, Organizational Behavior and Human Decision Processes, Vol. 74 No. 1, pp. 33-52.
2. Barth, R.S. (1990), Improving Schools From Within: Teachers, Parents, and Principals Can Make the Difference, Jossey-Bass, San Francisco, CA.
3. Belchetz, D. and Leithwood, K. (2007), “Successful leadership: does context matter and if so, how?”, in Day, C. and Leithwood, K. (Eds), Successful Principal Leadership in Times of Change: An International Perspective, Springer, Dordrecht, pp. 117-137.
4. Bossert, S., Dwyer, D., Rowan, B. and Lee, G. (1982), “The instructional management role of the principal”, Educational Administration Quarterly, Vol. 18 No. 3, pp. 34-64.
5. Bridges, E. (1967), “Instructional leadership: a concept re-examined”, Journal of Educational Administration, Vol. 5 No. 2, pp. 136-147.
6. Bryk, A.S. and Schneider, B. (2002), Trust in Schools: A Core Resource for Improvement, Russell Sage Foundation, New York, NY.
7. Bryk, A.S. and Schneider, B. (2003), “Trust in schools: a core resource for school reform”, Educational Leadership, Vol. 60 No. 6, pp. 40-45.
8. Caskey, M.M. (2010), “An organizational perspective of distributed leadership: a portrait of a middle school”, Research in Middle Level Education, Vol. 33 No. 5, pp. 1-16.
9. Cheng, Y.C. and Walker, A. (2008), “When reform hits reality: the bottleneck effect in Hong Kong primary schools”, School Leadership and Management, Vol. 28 No. 5, pp. 505 -521.
10. Chiu, M.M. and Walker, A. (2007), “Leadership for social justice in Hong Kong schools: addressing mechanisms of inequality”, Journal of Educational Administration, Vol. 45 No. 6, pp. 724-739.
11. Cosner, S. (2009), “Building organizational capacity through trust”, Educational Administration Quarterly, Vol. 45 No. 2, pp. 248-291.
12. Creemers, B. and Kyriakides, L. (2008), The Dynamics of Educational Effectiveness: A Contribution to Policy, Practice and Theory in Contemporary Schools, Routledge, New York, NY.
13. Cuban, L. (1988), The Managerial Imperative and the Practice of Leadership in Schools, State University of New York Press, Albany, NY.
14. Darling-Hammond, L. (1999), “Target time toward teachers”, Journal of Staff Development, Vol. 20 No. 2, pp. 31-36.
15. Davies, B., Ellison, L. and Bowring-Carr, C. (2005), School Leadership in the 21st Century: Developing a Strategic Approach, Routledge-Falmer, London.
16. Day, C. and Leithwood, K. (2007), Successful Principal Leadership in Times of Change: An International Perspective, Springer, Dordrecht.
17. Day, C., Sammons, P., Hopkins, D., Harris, A., Leithwood, K., Gu, Q., Brown, E., Ahtaridou, E. and Kingston, A. (2009), “The impact of school leadership on pupil outcomes, final report”, Research Report No. DCSF-RR108, Department for Children, Schools and Families, University of Nottingham, Nottingham.
18. Desimone, L.M., Smith, T.M. and Ueno, K. (2006), “Are teachers who need sustained, content-focused professional development getting it? An administrator’s dilemma”, Educational Administration Quarterly, Vol. 42 No. 2, pp. 179-215.
19. Education Department (ED) (2002), Guidelines for Principals’ Continuing Professional Development, Education Department, Hong Kong, available at: www.edb.gov.hk/filemanager/en/content_2129/Guideline1809.pdf (accessed December 3, 2010).
20. Falk, B. (2001), “Professional learning through assessment”, in Lieberman, A. and Miller, L. (Eds), Teachers Caught in the Action: Professional Development That Matters, Teachers College Press, New York, NY, pp. 118-140.
21. Fullan, M. (2001), Leading in a Culture of Change, Jossey-Bass, San Francisco, CA.
22. Goldring, E. and Pasternak, R. (1994), “Principals’ coordinating strategies and school effectiveness”, School Effectiveness and School Improvement, Vol. 5 No. 3, pp. 239-253.
23. Goldring, E., Porter, A., Murphy, J., Elliot, S.N. and Cravens, X.C. (2009), “Assessing learning-centered leadership: connections to research, professional standards, and current practices”, Leadership and Policy in Schools, Vol. 8 No. 1, pp. 1-36.
24. Guskey, T.R. (2000), Evaluating Professional Development, Corwin, Thousand Oaks, CA.
25. Hadar, L. and Brody, D. (2010), “From isolation to symphonic harmony: building a professional development community among teacher educators”, Teaching and Teacher Education, Vol. 26 No. 8, pp. 1641-1651.
26. Hallinger, P. and Bryant, D.A. (2013), “Mapping the terrain of research on educational leadership and management in East Asia”, Journal of Educational Administration, Vol. 51 No. 5, pp. 618-637.
27. Hallinger, P. and Heck, R.H. (1998), “Exploring the principal’s contribution to school effectiveness: 1980-1995”, School Effectiveness and School Improvement, Vol. 9 No. 2, pp. 157-191.
28. Hallinger, P. and Heck, R.H. (2010), “Collaborative leadership and school improvement: understanding the impact on school capacity and student learning”, School Leadership and Management, Vol. 30 No. 2, pp. 95-110.
29. Hallinger, P. and Lee, M.S. (2013), “Exploring principal capacity to lead reform of teaching and learning quality in Thailand”, International Journal of Educational Development, Vol. 33 No. 4, pp. 305-315.
30. Hallinger, P. and Murphy, J. (1985), “Assessing the instructional leadership behavior of principals”, Elementary School Journal, Vol. 86 No. 2, pp. 217-248.
31. Hallinger, P., Heck, R.H. and Murphy, J. (2014), “Teacher evaluation and school improvement: an analysis of the evidence”, Educational Assessment Evaluation and Accountability, Vol. 26 No. 1, pp. 5-28.
32. Hallinger, P., Li, L. and Walker, A. (in press), “Mediating effects of trust on the relationship between principal leadership and teacher professional learning in Hong Kong primary schools”, Educational Management, Administration and Leadership.
33. Hallinger, P., Wang, W.C. and Chen, W.C. (2013), “Assessing the measurement properties of the Principal Instructional Management Rating Scale. A meta-analysis of reliability studies”, Educational Administration Quarterly, Vol. 49 No. 2, pp. 272-309.
34. Hargreaves, A. (2007), “Sustainable professional learning communities”, in Stoll, L. and Louis, K.S. (Eds), Professional Learning Communities: Divergence, Depth and Dilemmas, Open University, London, pp. 181-195.
35. Hargreaves, A. and Fullan, M. (1998), What’s Worth Fighting for Out There, Teachers College Press, New York, NY.
36. Hazi, H. and Arredondo-Rucinski, D. (2009), “Teacher evaluation as a policy target for improved student learning: a fifty-state review of statute and regulatory action since NCLB”, Education Policy Analysis Archives, Vol. 17 No. 5, pp. 1-22.
37. Heck, R.H. and Hallinger, P. (2009), “Assessing the contribution of distributed leadership to school improvement and growth in math achievement”, American Educational Research Journal, Vol. 46 No. 3, pp. 626-658.
38. Heck, R.H. and Hallinger, P. (1999), “Conceptual models, methodology, and methods for studying school leadership”, in Murphy, J. and Seashore-Louis, K. (Eds), The 2nd Handbook of Research in Educational Administration, San Francisco, CA, pp. 141-162.
39. Heck, R.H. and Hallinger, P. (2014), “Modeling the effects of school leadership on teaching and learning over time”, Journal of Educational Administration, Vol. 52 No. 5, pp. 653-681.
40. Hord, S.M. (1997), Professional Learning Communities: Communities of Continuous Inquiry and Improvement, Southwest Educational Development Laboratory, Austin, TX.
41. Hoy, W.K. and Tschannen-Moran, M. (Eds) (2003), The Conceptualization and Measurement of Faculty Trust in Schools: The Omnibus T-Scale, Information Age, Greenwich, CT.
42. Hoy, W.K., Tarter, J.C. and Hoy, A.W. (2006), “Academic optimism of schools: a force for student achievement”, American Educational Research Journal, Vol. 43 No. 3, pp. 425-446.
43. King, M.B. and Newmann, F.M. (2001), “Building school capacity through professional development: conceptual and empirical considerations”, International Journal of Educational Management, Vol. 15 No. 2, pp. 86-94.
44. Kleine-Kracht, P. (1993), “Indirect instructional leadership: an administrator’s choice”, Educational Administration Quarterly, Vol. 18 No. 4, pp. 1-29.
45. Ko, J.Y.C., Hallinger, P. and Walker, A.D. (2012), “Exploring school improvement in Hong Kong secondary schools”, Peabody Journal of Education, Vol. 87 No. 2, pp. 216-234.
46. Kyriakides, L., Creemers, B., Antoniou, P. and Demetriou, D. (2009), “A synthesis of studies searching for school factors: implications for theory and research”, British Research Journal, Vol. 36 No. 1, pp. 1-24.
47. Leithwood, K. (2001), “School leadership in the context of accountability policies”, International Journal of Leadership in Education, Vol. 4 No. 3, pp. 217-235.
48. Leithwood, K. and Jantzi, D. (2000), “The effects of transformational leadership on organizational conditions and student engagement with school”, Journal of Educational Administration, Vol. 38 No. 2, pp. 112-129.
49. Leithwood, K., Mascall, B. and Strauss, T. (Eds) (2008), Distributed Leadership: According to the Evidence, Routledge, New York, NY.
50. Leithwood, K., Patten, S. and Jantzi, D. (2010b), “Testing a conception of how school leadership influences student learning”, Educational Administration Quarterly, Vol. 46 No. 5, pp. 671-706.
51. Leithwood, K., Anderson, S., Mascall, B. and Strauss, T. (2010a), “School leaders’ influences on student learning: the four paths”, in Bush, T., Bell, L. and Middlewood, D. (Eds), The Principles of Educational Leadership and Management, Sage, London, pp. 13-30.
52. Leithwood, K., Day, C., Sammons, P., Hopkins, D. and Harris, A. (2006), “Successful school leadership: what it is and how it influences pupil learning”, Technical Report No. RR800, Department of Education and Skills, University of Nottingham, Nottingham.
53. Leithwood, K.A. and Riehl, C. (2003), What do We Already Know About Successful School Leadership?Laboratory for Student Success, Temple University, Philadelphia, PA.
54. Louis, K.S. (2007), “Trust and improvement in school”, Journal of Educational Change, Vol. 8 No. 1, pp. 1-24.
55. Louis, K.S., Leithwood, K., Wahlstrom, K.L. and Anderson, S.E. (2010), Investigating the Links to Improved Student Learning: Final Report of Research Findings, University of Minnesota, Minneapolis, MN, available at: www.cehd.umn.edu/carei/Leadership/Learning-from-Leadership_Final-Research-Report_July-2010.pdf (accessed August 14, 2011).
56. Louis, K.S., Marks, H.M. and Kruse, S. (1994), “Teachers’ professional community in restructuring schools”, paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA, April.
57. MacBeath, J. and Cheng, Y.C. (2008), Leadership for Learning: International Perspectives, Sense Publishers, Rotterdam.
58. Malen, B. and Rice, J.K. (2004), “A framework for assessing the impact of education reforms on school capacity: insights from studies of high-stakes accountability initiatives”, Educational Policy, Vol. 18 No. 5, pp. 631-660.
59. Marks, H. and Printy, S. (2003), “Principal leadership and school performance: an integration of transformational and instructional leadership”, Educational Administration Quarterly, Vol. 39 No. 3, pp. 370-397.
60. Mulford, B. (2007), “Building social capital in professional learning communities: Importance, challenges and a way forward”, in Stoll, L. and Louis, K.S. (Eds), Professional Learning Communities: Divergence, Depth and Dilemmas, Open University, London, pp. 166-180.
61. Murphy, J.F., Hallinger, P. and Heck, R.H. (2013), “Leading via teacher evaluation: the case of missing clothes?”, Educational Researcher, Vol. 42 No. 6, pp. 349-354.
62. Nettles, S. and Herrington, C. (2007), “Revisiting the importance of the direct effects of school leadership on student achievement: the implications for school improvement policy”, Peabody Journal of Education, Vol. 82 No. 4, pp. 724-736.
63. Newmann, F.M., King, M.B. and Youngs, P. (2000), “Professional development that addresses school capacity: lessons from urban elementary schools”, paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA, April.
64. O’Connor, R.E. (2004), “Revealing the hidden world of research”, Journal of Learning Disabilities, Vol. 37 No. 3, pp. 224-230.
65. Opdenakker, M. and Van Damme, J. (2007), “Do school context, student composition and school leadership affect school practice and outcomes in secondary education?”, British Educational Research Journal, Vol. 33 No. 2, pp. 179-206.
66. Pan, H.L. and Chen, P.Y. (2011), “Challenges and research agenda of school leadership in Taiwan”, School Leadership & Management, Vol. 31 No. 4, pp. 339-353.
67. Pancucci, S. (2008), “A retrospective analysis of a professional learning community: how teachers’ capacity shaped it”, International Journal of Social Science, Vol. 3 No. 4, pp. 62-69.
68. Population Census Office (2011), “2011 population census main report: Volume I”, available at: www.census2011.gov.hk/pdf/main-report-volume-I.pdf (accessed November 12, 2007).
69. Preacher, K.J. (2011), “Multilevel SEM strategies for evaluating mediation in three-level data”, Multivariate Behavioral Research, Vol. 46 No. 4, pp. 691-731.
70. Printy, S.M., Marks, H.M. and Bowers, A.J. (2009), “Integrated leadership: how principals and teachers share transformational and instructional influence”, Journal of School Leadership, Vol. 19 No. 5, pp. 504-532.
71. Reynolds, D., Muijs, D. and Treharne, D. (2003), “Teacher evaluation and teacher effectiveness in the United Kingdom”, Journal of Personnel Evaluation in Education, Vol. 17 No. 1, pp. 83-100.
72. Robinson, V. (2011), Student-Centered Leadership, Jossey-Bass, San Francisco, CA.
73. Rosenholtz, S.J. (1991), Teachers’ Workplace: The Social Organization of Schools, Teachers College Press, New York, NY.
74. Saphier, J. and King, M. (1985), “Good seeds grow in strong cultures”, Educational Leadership, Vol. 42 No. 6, pp. 67-74.
75. Scheerens, J. (2012), School Leadership Effects Revisited, Springer, Dordrecht.
76. Sebastian, J. and Allensworth, E. (2012), “The influence of principal leadership on classroom instruction and student learning: a study of mediated pathways to learning”, Educational Administration Quarterly, Vol. 48 No. 4, pp. 626-663.
77. Silva, J., White, G. and Yoshida, R. (2011), “The direct effects of principal-student discussions on eighth grade students gains in reading achievement: an experimental study”, Educational Administration Quarterly, Vol. 47 No. 5, pp. 772-793.
78. Sleegers, P., Geijsel, F. and Van den Berg, R. (2002), “Conditions fostering educational change”, in Leithwood, K. and Hallinger, P. (Eds), Second International Handbook of Educational Leadership and Administration, Kluwer Academic, Dordrecht, pp. 75-102.
79. Stiggins, R. and Duke, D. (1988), The Case for Commitment to Teacher Growth: Research on Teacher Evaluation, SUNY Press, Albany, NY.
80. Supovitz, J.A. and Turner, H.M. (2000), “The effects of professional development on science teaching practices and classroom culture”, Journal of Research in Science Teaching, Vol. 37 No. 9, pp. 963-980.
81. Tarter, C.J., Bliss, J.R. and Hoy, W.K. (1989), “School characteristics and faculty trust in secondary schools”, Educational Administration Quarterly, Vol. 23 No. 3, pp. 294-308.
82. Thoonen, E., Sleegers, P., Oorta, F. and Peetsmaa, T. (2012), “Building school-wide capacity for improvement: the role of leadership, school organizational conditions, and teacher factors”, School Effectiveness and School Improvement, Vol. 23 No. 4, pp. 441-460.
83. Tschannen-Moran, M. (2000), “Collaboration and the need for trust”, Journal of Educational Administration, Vol. 39 No. 4, pp. 308-331.
84. Tschannen-Moran, M. (2009), “Fostering teacher professionalism in schools: the role of leadership orientation and trust”, Educational Administration Quarterly, Vol. 45 No. 2, pp. 217-247.
85. Van de Grift, W. and Houtveen, A.A.M. (1999), “Educational leadership and pupil achievement in primary education”, School Effectiveness and School Improvement, Vol. 10 No. 4, pp. 373-389.
86. Vescio, V., Ross, D. and Adams, A. (2008), “A review of research on the impact of professional learning communities on teaching practice and student learning”, Teaching and Teacher Education, Vol. 24 No. 1, pp. 80-91.
87. Walker, A.D. and Ko, J. (2011), “Principal leadership in an era of accountability: a perspective from the Hong Kong context”, School Leadership and Management, Vol. 31 No. 4, pp. 369-392.
88. Walker, A.D., Hu, R.K. and Qian, H. (2012), “Principal leadership in China: an initial review”, School Effectiveness and School Improvement, Vol. 23 No. 4, pp. 369-399.
89. Witziers, B., Bosker, R. and Kruger, M. (2003), “Educational leadership and student achievement: the elusive search for an association”, Educational Administration Quarterly, Vol. 34 No. 3, pp. 398-425.
90. Youngs, P. and King, M.B. (2002), “Principal leadership for professional development to build school capacity”, Educational Administration Quarterly, Vol. 38 No. 5, pp. 643-670.
91. Borko, H., Wolf, S.A., Simone, G. and Uchiyama, K.P. (2003), “Schools in transition: reform efforts and school capacity in Washington State”, Educational Evaluation and Policy Analysis, Vol. 25 No. 2, pp. 171-201.
92. Bryk, A.S., Sebring, P.B. and Allensworth, E. (2010), Organizing Schools for Improvement: Lessons From Chicago, University of Chicago Press, Chicago, IL.
93. Fullan, M. (1992), “Visions that blind”, Educational Leadership, Vol. 49 No. 5, pp. 19-20.
94. Gouran, D.S., Wiethoff, W.E. and Doelger, J.A. (1994), Mastering Communication (2nd), Allyn and Bacon, Boston, MA.
95. Hallinger, P., Lee, T.T.H. and Szeto, E. (2013), “Review of research on educational leadership and management in Hong Kong, 1995-2012: topographical analysis of an emergent knowledge base”, Leadership and Policy in Schools, Vol. 12 No. 3, pp. 256-281.
96. Ho, D.C.W. (2010), “Teacher participation in curriculum and pedagogical decisions: insights into curriculum leadership”, Educational Management Administration & Leadership, Vol. 38 No. 5, pp. 613-624.
97. Law, E.H.F., Galton, M. and Wan, S. (2007), “Developing curriculum leadership in schools: Hong Kong perspectives”, Asia Pacific Journal of Teacher Education, Vol. 35 No. 2, pp. 143-159.
98. Leithwood, K. (1994), “Leadership for school restructuring”, Educational Administration Quarterly, Vol. 30 No. 4, pp. 498-518.
99. Leithwood, K., Louis, K., Anderson, S. and Wahlstrom, K. (2004), How Leadership Influences Student Learning, The Wallace Foundation, Toronto.
100. Louis, K.S. and Marks, H.M. (1998), “Does professional community affect the classroom? Teachers’ work and student experiences in restructuring schools”, American Journal of Education, Vol. 106 No. 4, pp. 532-575.
101. Newmann, F.M., King, M.B. and Rigdon, M. (1997), “Accountability and school performance: implications from restructuring schools”, Harvard Educational Review, Vol. 67, Spring, pp. 41-74.
102. O’Day, J., Goertz, M.E. and Floden, R.E. (1995), Building Capacity for Education Reform (CPRE Policy Brief RB-18), Consortium for Policy Research in Education, Rutgers University, New Brunswick, NJ.
103. Opfer, V.D. and Pedder, D. (2011), “Conceptualizing teacher professional learning”, Review of Educational Research, Vol. 81 No. 3, pp. 376-407.
104. Pang, N.S.K. (2010), “Leadership forces in Hong Kong secondary schools”, School Leadership and Management, Vol. 30 No. 4, pp. 351-365.
105. Stoll, L., Bolam, R., McMahon, A., Thomas, S. and Wallace, M. (2006), “Professional learning communities: a review of the literature”, Journal of Educational Change, Vol. 7 No. 4, pp. 221-258.
106. Tam, A.C.F. (2010), “Understanding the leadership qualities of a head of department coping with curriculum changes in a Hong Kong secondary school”, School Leadership and Management, Vol. 30 No. 4, pp. 367-386.
107. Villegas-Reimers, E. (2003), Teacher Professional Development: An International Review of the Literature, International Institute for Educational Planning, UNESCO, Geneva.
108. Wahlstrom, K. and Louis, K.S. (2008), “How teachers experience principal leadership: the roles of professional community, trust, efficacy and shared responsibility”, Educational Administration Quarterly, Vol. 44 No. 4, pp. 458-495.