The paradox of power in leadership in early childhood education

Research output: Contribution to journalArticles

13 Citations (Scopus)

Abstract

Western frameworks for school improvement, including the stakeholder model and the model of decentralized leadership, have recently been promoted as solutions for school improvement. Using early childhood education in Hong Kong as an illustrative case, this article focuses on the power and authority of leadership in school decision making. The interview data collected from the two case study schools reveal a paradox of power in leadership that is characterized by tensions between centralization and decentralization in the change process, where decentralization is advocated by policymakers but traditional hierarchical cultures remain. The relationship between the leaders and school stakeholders incorporates a concept of harmony that functions to defuse the potential power struggle embedded in decision making. Copyright © 2012 Taylor & Francis Group, an informa business.
Original languageEnglish
Pages (from-to)253-266
JournalPeabody Journal of Education
Volume87
Issue number2
DOIs
Publication statusPublished - 2012

Citation

Ho, D. (2012). The paradox of power in leadership in early childhood education. Peabody Journal of Education, 87(2), 253-266.

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