Abstract

This article draws on data from cases of high-performing and improving schools in Hong Kong. Semi-structured interviews were conducted with principals, middle leaders, and senior teachers to identify key policies and steps taken for their enactment, and to solicit interpretations of the policies. Principals were found to actively select, prioritize, and emphasize policies based on clearly articulated values. These values-led and contextually informed decisions formed the basis for redesigning the school organization and leadership structures, allocating resources, and aligning multiple initiatives to policies. School-based and mandated policies worked in synergy, and school principals responded rather than reacted to mandates. Copyright © 2018 Taylor & Francis Group, LLC.
Original languageEnglish
Pages (from-to)345-359
JournalLeadership and Policy in Schools
Volume17
Issue number3
Early online dateAug 2018
DOIs
Publication statusPublished - 2018

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Hong Kong
principal
school organization
synergy
school
Values
leadership
leader
interpretation
teacher
interview
resources
Group
School principals

Bibliographical note

Bryant, D. A., Ko, J., & Walker, A. (2018). How do school principals in Hong Kong shape policy? Leadership and Policy in Schools, 17(3), 345-359. doi: 10.1080/15700763.2018.1496340