In Hong Kong, the move towards quality education has stirred up waves of changes in the education setting in the late 90s. Drastic changes have been implemented in terms of curriculum, methodology and forms of school management. Borrowed heavily from the Western democracies, the contemporary educational policy and practice in Hong Kong are increasingly directed by the market model of educational provision valuing consumer choice; accountability; quality assurance; devolution of authority and participative management process. In the face of these changes, three issues are pertinent to school leadership - Firstly, the approaches towards School-based Management stress the importance of school heads to work closely with the various stakeholders who may have different and often conflicting role expectations on their school heads. Role incumbents may find themselves confused when determining framework of defined outcomes and accountability. Secondly, the injection of consumer control into school operation and the marketisation of educational provision denote the need of school heads to have a deeper understanding of the needs, expectations and aspirations of the various stakeholders directly or indirectly involved in school management. Thirdly, increasing demands for school heads to seek professional development opportunities that will broaden their existing knowledge and increase their array of management skills to cope with the current changes. While research literature is enormous on the studies of role expectations and job aspirations of school heads especially from the perspective of teachers, parents and even heads themselves, however, there is a lack of robust research locally and abroad on the perspective of the neglected and yet the most directly involved stakeholder - the students. The present study attempts to develop understanding of the role expectations of primary school heads as viewed from the students' perspective and to identify the effects of such expectations on the school heads. Results thus obtained will then be compared with concurrent studies on the role expectations and job aspirations of other key stakeholders namely the teachers, the parents and the school heads to explore how the work of the school heads can be made more effective and clientele-satisfied. These findings will have important implications for the development and provision of pre-service and in-service preparation programs for primary school heads.
|Publication status||Published - Nov 1999|