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.
|Title of host publication||Second international handbook of educational leadership and administration|
|Editors||Kenneth LEITHWOOD, Philip HALLINGER|
|Place of Publication||Netherlands|
|ISBN (Print)||9789401039208, 140200690X|
|Publication status||Published - 2002|
CitationCheng, 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.
- Educational Policy and Management
- Transformational leadership
- School leader
- Educational change
- Educational leadership
- School effectiveness