Micropolitics in managing bi-sessional primary schools: A case study of the interactions between partner school heads

Wing Ming Francis CHEUNG

Research output: Contribution to journalArticle

Abstract

Bi-sessional schooling was a temporary administrative measure launched to relieve the acute need for more primary school places some thirty years ago (Cheng & Cheung. 1994) . Despite the prominence of bisessional primary schooling in Hong Kong, very little study has been conducted to investigate their management and operations (Chiu, 1990) . Responding to this, the present study explored the interactions between the heads of a bi sessional primary school in the context of their work in managing the school within stringent resource realities to achieve the school mission and a sense of school unity. Results of the investigation suggested that the micropolitical dynamics between the heads were different at two stages starting from the day when the afternoon head joined the school. The two stages of micropolitics identified were the Assimilation Stage and the Partnership Stage. In the Assimilation Stage, the heads worked in a "master-apprentice" dependence relationship. Transition to the Partnership Stage was a bitter experience for the heads, yet healthy for the school as a whole. Copyright © 1995 New Horizons in Education.
Original languageEnglish
Pages (from-to)1-13
JournalNew Horizons in Education
Volume36
Publication statusPublished - Nov 1995

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micro-politics
primary school
interaction
school
assimilation
apprentice
Hong Kong
management
resources
experience

Citation

Cheung, W.-M. (1995). Micropolitics in managing bi-sessional primary schools: A case study of the interactions between partner school heads. New Horizons in Education, 36, 1-13.

Keywords

  • School management
  • Bi-sessional primary schools
  • School operation
  • Principals
  • Alt. title: 管理半日制小學之微格政治:上、下午校校長工作關係之個案研究