Teachers’ perception of distributed leadership in Hong Kong primary schools

Sally Wai-Yan WAN, Hau Fai Edmond LAW, Keith Ki CHAN

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17 Citations (Scopus)


The purpose of the study is to examine Hong Kong teachers’ perceptions of distributed leadership. Data were collected from six primary schools with a total of 155 teachers responding to a self-developed survey. Descriptive, reliability, and MANOVA data analyses were done with the application of the Statistical Package for Social Sciences (SPSS) programme. Using exploratory factor analysis (EFA), 14 components were identified, including: (1) school organisation, (2) school vision, (3) school culture, (4) instructional planning, (5) improvement of learning and teaching, (6) teacher leadership, (7) principal leadership, (8) output effectiveness, (9) quality effectiveness, (10) change effectiveness, (11) organisation and planning effectiveness, (12) interpersonal relationship effectiveness, (13) value effectiveness, and (14) overall effectiveness. Inter-correlations were found among the identified components. Significant differences were found between teachers with different roles with the highest involvement and dimensions of school organisation, teacher leadership and interpersonal relationship effectiveness. Meanwhile, significant differences were revealed between teachers’ roles in the highest positions and dimensions of improvement of learning and teaching, as well as principal leadership. Such findings suggest that teachers’ perceptions of distributed leadership were related to teachers’ roles, including delegated responsibilities and degree of role participation in the schools. Implications for practice and research are discussed at the end of the paper. Copyright © 2017 Informa UK Limited, trading as Taylor & Francis Group.
Original languageEnglish
Pages (from-to)102-141
JournalSchool Leadership and Management
Issue number1
Early online date20 Sept 2017
Publication statusPublished - 2018


Wan, S. W.-Y., Law, E. H.-F., & Chan, K. K. (2018). Teachers’ perception of distributed leadership in Hong Kong primary schools. School Leadership & Management, 38(1), 102-141. doi: 10.1080/13632434.2017.1371689


  • Distributed leadership
  • Primary schools
  • Teacher perceptions
  • Teacher participation
  • Hong Kong


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