Leadership for school-based teacher professional development: The experience of a Chinese preschool

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Abstract

In recent years, the role of school principals in providing leadership, and the impact of that leadership in promoting teacher professional development for building school capacity has attracted increasing attention worldwide. The study described in this paper explores the practices of leadership for promoting school-based teacher professional development (SBTPD) through a case study of a preschool in Hong Kong, the Special Administrative Region of China. The case study examines leadership and SBTPD. Semi-structured interviews were used for data collection. The research participants were the management team and teachers from the case study school. The findings of the study indicate that direction setting, communication and collaboration were associated with the practice of leadership for promoting SBTPD. We argue that teacher participation in decision-making is an important factor influencing the practice of leadership and its impact on SBTPD. There are implications for developing a critical awareness of the constraints that limit the extent to which SBTPD can be empowering in the hierarchical school structure in a Chinese educational context. Copyright © 2016 Informa UK limited, trading as Taylor & Francis Group.
Original languageEnglish
Pages (from-to)717-732
JournalInternational Journal of Leadership in Education: Theory and Practice
Volume20
Issue number6
Early online dateMay 2016
DOIs
Publication statusPublished - 2017

Citation

He, P., & Ho, D. (2017). Leadership for school-based teacher professional development: The experience of a Chinese preschool. International Journal of Leadership in Education: Theory and Practice, 20(6), 717-732.

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