Plotting an emerging relationship schema of effective leadership attributes for inclusive schools

Kim Fong POON-MCBRAYER, Meng DENG

Research output: Contribution to journalArticles

1 Citation (Scopus)

Abstract

The significance of principal leadership to build inclusive schools has long been recognised. Studies to plot their leadership attributes that mobilise, facilitate, and sustain inclusive education specific to Hong Kong are however scarce. This qualitative study investigated teacher leaders' experiences of what their principals did to cultivate their leadership and partnership to build inclusive schools. Findings revealed three main sets of effective leadership attributes which were substantiated by varied behaviours termed as the foundational attributes. The strong interconnectivity among the attributes and their respective foundational attributes suggested an emerging relationship schema of effective leadership attributes for school reforms. In addition, adequate resources for teaching innovation and support strategies as well as professional development for teachers were significant for personnel and reform sustainability. Copyright © 2017 Inderscience Enterprises Ltd.
Original languageEnglish
Pages (from-to)245-259
JournalInternational Journal of Learning and Change
Volume9
Issue number3
Early online dateSep 2017
DOIs
Publication statusPublished - 2017

Citation

Poon-McBrayer, K. F., & Deng, M. (2017). Plotting an emerging relationship schema of effective leadership attributes for inclusive schools. International Journal of Learning and Change, 9(3), 245-259. doi: 10.1504/IJLC.2017.10007018

Keywords

  • Principal leadership
  • Teacher leadership
  • Inclusive education
  • Relationship between leadership attributes
  • Teacher empowerment

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