Exploring the Impact of School Principals on Teacher Professional Communities in Hong Kong

Modelling the effects of principal leadership and school capacity on teacher professional learning in Hong Kong primary schools

“…The task of achieving and maintaining coherence in the face of pressures to retreat towards the safety of ambiguity represents one of the key challenges of school leaders (Barth 1990;Donaldson 2001;Walker 2012). Indeed, recent research in Hong Kong affirms the important connection between goals and task alignment in the context of a school system with a strong accountability framework (e.g., Hallinger, Lee, and Ko, 2014;Lee, Walker, and Chui 2012;Walker 2012).…”

Principal Instructional Leadership, Teacher Self-Efficacy, and Teacher Professional Learning in China: Testing a Mediated-Effects Model

“…Classroom-focused leadership practices such as coaching and instructional supervision support new learning in teacher practice (Hallinger, 2011;Leithwood, 1992;Leithwood et al, 2010;Liu et al, 2016;Printy, 2008;Smylie & Hart, 1999). Finally, instructional leaders aims to build a school learning climate that motivates, supports, and sustains professional learning among teachers (Frost, 2006;Geijsel et al, 2009;Hallinger et al, 2014;Leithwood, 1992;Printy, 2008;Scribner, 1999;Smylie & Hart, 1999;Thoonen et al, 2012;Zheng et al, 2018). This conceptual framework and an associated instrument, the Principal Instructional Management Rating Scale (PIMRS; Hallinger, 1982Hallinger, /1990Hallinger, /2015, were employed in this study.…”

“…Empirical evidence increasingly suggests that leadership which motivates, supports, and sustains the professional learning of teachers has a knock-on effect on teaching quality, student learning, and school improvement (Dinham, 2007; Hallinger, Liu, & Piyaman, 2017; Qian & Walker, 2013; Scribner, 1999; Smylie & Hart, 1999; Zheng, Yin, & Li, 2018). Consequently, in recent years, scholars have stepped up efforts to illuminate the nature of this path in both Western (Geijsel, Sleegers, Stoel, & Krüger, 2009; Printy, 2008; Thoonen, Sleegers, Oort, & Peetsma, 2012) and Eastern societies (Hairon & Dimmock, 2012; Hallinger, Lee, & Ko, 2014; Hallinger, Piyaman et al, 2017; Li et al, 2016; Liu et al, 2016; Qian & Walker, 2013; Qian, Walker, & Yang, 2016; Tran, Hallinger, & Truong, 2018; Zheng et al, 2018).…”

“…These results related sparked our interest in examining the link between principal leadership and the professional learning of teachers in China. Prior studies of leadership and teacher learning in China had suggested that this could be fertile ground warranting further exploration (e.g., Hallinger et al, 2014; Li et al, 2016; Liu et al, 2016; Qian et al, 2016; Qian & Walker, 2013; Wang, 2016; Zheng et al, 2018). The following research questions guided this investigation:…”

The Relationship between Leadership Style of High Performance School towards Professional Learning Community (PLC)

“…It is not simple to operate and perform transformations to the organization in improving quality education as it needs audacious leaders to make modifications (MohdIzham & Norzaini, 2009). In order to support quality education, it is essential to design a learning society within every organization (Hallinger et al, 2014). Principals who are chief leaders in school administration demand a tremendous level of commitment and a healthy leadership style.…”