The changing context of school leadership: Implications for paradigm shift

Research output: Chapter in Book/Report/Conference proceedingChapters

Abstract

The context of school leadership has been rapidly changing in the past three decades, particularly reflected in numerous past and ongoing educational reforms and school restructuring movements not only in the Western countries such as Canada, USA, and UK, but also in the Asia-Pacific regions such as Australia, New Zealand, Mainland China, Singapore, Malaysia and Hong Kong (Cheng & Townsend, 2000; Chapman, Sackney, & Aspin; 1999; Fullan, 1998; Lieberman, 1998). The search for effective schools, the shift to school-based management, the emphasis on development planning in schools, education quality assurance, the implementation of new curriculum programs and the application of information technology in education are examples of efforts in these reform movements (Caldwell & Hayward, 1998; Cheng, 1996a, b; Cheng, 1999a; Cheng & Townsend, 2000; MacGilchrist, et al., 1995; Murphy & Beek, 1995; Stringfield, Ross, & Smith, 1997). Copyright © 2002 Springer Science+Business Media Dordrecht.
Original languageEnglish
Title of host publicationSecond international handbook of educational leadership and administration
EditorsKenneth LEITHWOOD, Philip HALLINGER
Place of PublicationNetherlands
PublisherKluwer Academic
Pages103-132
ISBN (Electronic)9789401003759
ISBN (Print)9789401039208, 140200690X
DOIs
Publication statusPublished - 2002

Citation

Cheng, Y. C. (2002). The changing context of school leadership: Implications for paradigm shift. In K. Leithwood & P. Hallinger (Eds.), Second international handbook of educational leadership and administration (pp. 103-132). Dordrecht, the Netherlands: Kluwer Academic.

Keywords

  • Educational Policy and Management
  • Transformational leadership
  • School leader
  • Educational change
  • Educational leadership
  • School effectiveness

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