Challenges of Difference and Difficulty: How Do Principals Enact Different Leadership for Diverse Student Population in a Changing Chinese School Context?

Autor/inn/en	Szeto, Elson; Cheng, Annie Y. N.; Sin, Kenneth K. F.
Titel	Challenges of Difference and Difficulty: How Do Principals Enact Different Leadership for Diverse Student Population in a Changing Chinese School Context?
Quelle	In: International Journal of Leadership in Education, 22 (2019) 5, S.519-535 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Szeto, Elson)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3124
DOI	10.1080/13603124.2018.1518541
Schlagwörter	Educational Change; Instructional Leadership; Principals; Administrator Attitudes; Student Diversity; Case Studies; Inclusion; Intervention; Equal Education; Foreign Countries; Leadership Styles; Barriers; Instructional Innovation; Comparative Analysis; School Districts; Institutional Characteristics; School Community Relationship; Hong Kong + Suchen Sie Ihr Suchwort? Bildungsreform; Instruction; Leadership; Bildung; Erziehung; Führung; Principal; Schulleiter; Case study; Fallstudie; Case Study; Inklusion; Ausland; Führungsstil; Educational Innovation; Bildungsinnovation; School district; Schulbezirk; Hongkong
Abstract	Little research has explored the challenges of difference and difficulty to principal leadership in changing school contexts. This paper explores two Chinese principals' journeys to enact different leadership approaches to overcome these challenges during a time of massive education reform. Three specific questions are asked: What challenges do the principals face in diverse student populations? What leadership practices do the principals adopt to support the learning development of these students? What support do the principals need most to enact this leadership? This cross-case study, conducted in Hong Kong, finds that principal leadership that focuses on inclusion is important in efforts to overcome these challenges, with innovative and flexible interventions to ensure equality in student learning development. Despite this, they need support from every part of the school community: the school sponsoring body, the teaching team and parents. The implications of these findings for interpreting the meanings of principal leadership for inclusion are also discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01