Modelling the effects of principal leadership and school capacity on teacher professional learning in Hong Kong primary schools

Philip HALLINGER, Jiafang LU

Research output: Contribution to journalArticles

22 Citations (Scopus)

Abstract

Over the past 30 years, school principals have been exhorted to articulate a clear vision as a key tool for stimulating the improvement of teaching and learning in their schools. Over the past decade, as school systems have sought to distribute leadership more broadly within schools, the same imperative has applied to middle-level leaders. Indeed, a key assumption underlying the move towards sharing leadership responsibilities more broadly has been the belief that this would strengthen collective efforts and reduce the gap between goals and outcomes. Yet, to date, there have relatively few investigations of the extent to which middle-level leaders are contributing to school improvement efforts. This study sought to understand how shared vision within school management teams (SMTs) impacts teacher commitment and teacher support for students through school alignment and coherence. Dyad survey data were collected from 411 SMT members and 559 teachers at 32 primary schools in Hong Kong. Results indicated that shared vision in SMTs is positively related to teachers' perception of school alignment and coherence, teachers' commitment and teacher support to students. Theoretical and practical implications of findings are discussed. Copyright © 2014 Taylor & Francis.
Original languageEnglish
Pages (from-to)481-501
JournalSchool Leadership & Management: Formerly School Organisation
Volume34
Issue number5
Early online dateAug 2014
DOIs
Publication statusPublished - 2014

Citation

Hallinger, P., & Lu, J. (2014). Modelling the effects of principal leadership and school capacity on teacher professional learning in Hong Kong primary schools. School Leadership & Management: Formerly School Organisation, 34(5), 481-501.

Keywords

  • Principal
  • Leadership
  • Capacity
  • Teacher learning
  • Professional development

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