Teacher leadership and student engagement in Hong Kong: Paradoxes and dichotomies

Kokila Roy KATYAL

Research output: Contribution to conferencePaper

Abstract

Teacher leadership has been carefully investigated, both empirically and theoretically, in a number of its most important manifestations: notably, teachers as instructional leaders and teachers as administrative leaders. The emergent research in this field ties in with world-wide initiatives for educational reform which has, at least in principle, placed teachers at the helm of school improvement. Student engagement too remains high on the research agenda on education, and despite reforms it remains a cause for concern. In this paper I argue that the advent of the Internet and the unprecedented availability of information that this has generated suggests the nature of school-based learning and that of teacher leadership has undergone a change. This calls for a close re-examination at the factors that affect the professional status of teacher leadership and the impact that this leadership has on student engagement and learning in contemporary schools.
Original languageEnglish
Publication statusPublished - 2010

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Hong Kong
leadership
teacher
student
school
leader
educational reform
learning
Internet
reform
examination
cause
education

Citation

Katyal, K. R. (2010, December). Teacher leadership and student engagement in Hong Kong: Paradoxes and dichotomies. Paper presented at the 2nd East Asian International Conference on Teacher Education Research: Teacher Education for the Future: International Perspectives, The Hong Kong Institute of Education, China.