Page 12 - Mini-Module 7

Therefore, the teachers’ perceptions of leadership roles were still
shaped by administrative positions in the formal hierarchy of the
school. Leadership roles were mainly limited to decision-making in
terms of school policies and their implementation. Given this, teachers
did not consider themselves leaders at the school level.
In searching for reasons to explain teachers’ perceptions of leadership
roles in Hong Kong, all the participants in this study explained such
with reference to the societal influence they received from the
Chinese cultural values such as respect for rank and seniority.
According to the Chinese core values, followers in an organisation
should respect and obey their seniors. They accept their roles as
followers instead of leaders who make important decisions for the
whole organisation:

Chinese society is quite conservative, particularly in schools. Despite
the implementation of school-based management, the principal may
not work in line with the majority wishes, even though he may listen
to their opinions. Usually, the principal makes the decisions on his own
preference. (Angela)

In a similar manner, when asked what teacher leadership meant to
them, most perceived it in terms of teacher influence on students and
colleagues in their subject departments/committees. Therefore,
teacher leadership was confined to classrooms and formally
prescribed administrative and management responsibilities. In their
opinion, it was hard for teachers to be leaders beyond the classrooms
and formal positions because of the school’s rigid bureaucratic and
balkanized structures:

As a classroom leader, the teacher is a leader who has an influence on
student development. As a panel chair, he or she should communicate
with the principal, have a vision for improvement, and motivate the
staff to work with him or her. However, a panel chair is in no position
to motivate teachers of other panels or committees. (Angela)

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