In recent years, the Western discourse on distributed leadership has attracted increased attention in Chinese societies that have traditionally relied on highly centralized administrative systems in which power is located in the person of the school principal or other unit leader. This article explores the implications of applying the concept of distributed leadership in a Chinese context and outlines a research agenda for future work in this area. The article focuses speciﬁcally on teacher leadership in early childhood education in Hong Kong as an illustrative case. It suggests that change agentry, collaboration, collegiality, power, and authority are key aspects of discourse on teacher leadership in a Chinese, policydriven context. It is argued that existing studies of leadership have failed to recognize the complexity of employing teacher leadership in hierarchical, policydriven, high power distance, collectivist cultural contexts. Copyright © 2012 Taylor & Francis.
|Journal||School Eﬀectiveness and School Improvement|
|Publication status||Published - Dec 2012|
CitationHo, D., & Tikly, L. P. (2012). Conceptualizing teacher leadership in a Chinese, policy-driven context: A research agenda. School Eﬀectiveness and School Improvement, 23(4), 401-416.
- Chinese culture
- Early childhood education
- Teacher leadership