This chapter investigates how social context impacts leadership for learning across three Chinese societies (Mainland China, Hong Kong and Taiwan). Leadership for learning is defined as the dynamic process in which school stakeholders interact with one another to set the conditions for student learning. The first section outlines and compares the political, economic, institutional and cultural contexts as well as school leadership across the societies. The comparisons are then brought tto identify potential linkages between the contexts and leadership for learning. Subsequent analysis suggests that social contexts impact leadership for learning in important ways. For example, they help to shape stakeholders’ powers, which in turn influences what stakeholders do to have their say in student learning. The chapter argues the need for increased micro-political analysis of leadership for learning. Copyright © 2011 Springer Science+Business Media B.V.
|Title of host publication||International handbook of leadership for learning|
|Editors||Tony TOWNSEND , John MACBEATH|
|Place of Publication||Dordrecht, The Netherlands|
|ISBN (Print)||9789400713499, 9789400713505|
|Publication status||Published - 2011|