Conceptualizing teacher leadership in a Chinese, policy-driven context: A research agenda

Choi Wa Dora HO, Leon Paul TIKLY

Research output: Contribution to journalArticle

22 Citations (Scopus)

Abstract

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.
Original languageEnglish
Pages (from-to)401-416
JournalSchool Effectiveness and School Improvement
Volume23
Issue number4
DOIs
Publication statusPublished - Dec 2012

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leadership
teacher
administrative system
discourse
Hong Kong
principal
childhood
leader
human being
society
education

Citation

Ho, 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.

Keywords

  • Chinese culture
  • Early childhood education
  • Teacher leadership