Page 11 - Mini-Module 7

Findings

1. What does teacher leadership mean to teachers in Hong Kong
secondary schools?

This study supported the notion that teacher leadership can
contribute to secondary school revitalisation in Hong Kong. Most
teachers involved in the study recognised the leadership roles of
teachers. They agreed that teachers have an impact on their stu-
dents in the classrooms, and on the panel and committee mem-
bers under their charge. However, their perceptions of leadership
roles were mainly shaped by the school’s hierarchical structure
and confined to their particular school context. They found it diffi-
cult to be leaders beyond their formal positions and responsibili-
ties in the school. Overall, their perceptions were influenced by
both societal and school culture. In such cultures, the traditional
roles of teachers relate mainly to improving teaching and learning
in the classrooms, and at managing people and resources in order
to build a smooth-functioning subject department or committee.

First and foremost, school leaders were considered to be formal
leaders in the school structure. Responses from all the teachers in
this study identified the principal, vice-principals, and senior
teachers such as subject department chairs and committee chairs,
as the school leaders. They were regarded as leaders because of
their authority in terms of decision-making or policy-making in
schools:

The principal, vice-principals, and subject department chairs
are the school leaders for they have the power of
policy-making and implementation. (Mary)
In the school organisational structures, the administrative
posts covering the principal, vice-principals, subject
department chairs, and committee leaders are the school lead-
ers. (Robert)

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