Improving the quality of early childhood education in Hong Kong: A case study of university-school support program

Research aims: This paper attempts to identify the process of school capacity building in ECE in Hong Kong. Relationship to previous research works: There have been different perspectives on the concept of capacity building depending on different contexts. The keys to the process of school capacity building are restructuring and reculturing. Theoretical and conceptual framework: Restructuring can be described as re-establishing and formalizing a new system which focuses on networking teachers effectively into the learning community for professional growth and development. Reculturing can be understood as a shift in the common direction of the school, producing a culture of inquiry. Paradigm, methodology and methods: The research methodology used in the study was action research which was developed by Susman and Evered (1978). There are five phases within each research cycle, namely diagnosing, action planning, taking action, evaluating, and specifying learning. Ethical considerations: The methods of data collection included field notes and interviewing. With consent given by the interviewees in the study, all interviews were audio-taped and fully transcribed for content analysis. Any information obtained in this study remained very strictly confidential. Main finding or discussion: The preschool in this study went through a process of capacity building for change, from the status quo ante, preparation and initial stage of change. Implications, practice or policy: There are two implications. First, this signaled that the school principals began to engage in delegation. There might be a trend moving towards a decentralized form of leadership practice. Second, the key stage coordinators began to shoulder more responsibilities in leading curriculum changes. There might be a potential shift that they would act as teacher leaders in quality improvement. Copyright © 2013 EECERA.