A mirroring process: From school management team cooperation to teacher collaboration

Jiafang LU, Philip HALLINGER

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

In this study, we examine how cooperation and constructive controversy evidenced within school management teams (SMT) relate to collaboration among teachers. Dyad survey data was collected from SMT members and teachers at 32 primary schools in Hong Kong. Results of multilevel regression analysis indicated that cooperation among SMT members was positively related to teacher collaboration. Moreover, constructive controversy within SMTs mediated the path and contributed additional variance explained in school-wide teacher collaboration. These findings affirm that the leadership dynamics of SMTs in Hong Kong primary schools do appear to have a positive influence on potentially important school-level conditions. Copyright © 2017 Taylor & Francis.
Original languageEnglish
Pages (from-to)238-263
JournalLeadership and Policy in Schools
Volume17
Issue number2
Early online dateFeb 2017
DOIs
Publication statusPublished - 2018

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teacher
management
school
primary school
Hong Kong
multi-level analysis
dyad
regression analysis
School management
leadership
Constructive controversy
Primary school
Dyads
Survey data
Regression analysis

Bibliographical note

Lu, J., & Hallinger, P. (2018). A mirroring process: From school management team cooperation to teacher collaboration. Leadership and Policy in Schools, 17(2), 238-263. doi: 10.1080/15700763.2016.1278242