Educational challenge: The meaning of leadership in Hong Kong schools

Research output: Contribution to journalArticlespeer-review


Different scholars have defined and redefined leadership at different levels and in different contexts (e.g., Ball, 1981; Hargreaves, 1967; Richardson, 1973), although the results of research on the characteristics of effective leaders may not apply in all contexts. This study compares and contrasts the meanings of leadership in the Hong Kong secondary school context, and examines whether educators at different levels hold conflicting opinions of the qualities of leadership. The study adopts both quantitative and qualitative approaches to examine whether principals and teachers interpret leadership differently. The results show that these two groups of educators do indeed hold different views about what it means to be a leader. The reasons for these different points of view are explored. Copyright © 2010 Canadian Center of Science and Education.
Original languageEnglish
Pages (from-to)148-157
JournalInternational Education Studies
Issue number2
Publication statusPublished - May 2010


Wong, R. M. H. (2010). Educational challenge: The meaning of leadership in Hong Kong schools. International Education Studies, 3(2), 148-157.


  • Leadership
  • Interpretations
  • Hong Kong


Dive into the research topics of 'Educational challenge: The meaning of leadership in Hong Kong schools'. Together they form a unique fingerprint.