Implementing a new senior secondary curriculum in Hong Kong: instructional leadership practices and qualities of school principals

Abstract

This paper attempts to identify the leadership practices and qualities of school principals engaged in implementing a curriculum reform in Hong Kong. Based on interview data of school principals, this paper shows that the types of instructional leadership practices that school principals adopt and the contextual conditions in which these practices occur are key factors explaining the differential effectiveness of implementation efforts. Six efficacious instructional leadership practices and two contextual conditions critical to their development were identified. This paper reconceptualises instructional leadership as a collective and transformational endeavour, functioning in communities of practice to support school development at different levels.

Keywords:

• instructional leadership
• curriculum reform
• secondary school
• Hong Kong

Acknowledgements

The research reported in this study was supported by a grant from the Education Bureau of Hong Kong SAR Government. Any opinions, findings, conclusions or recommendations expressed in this paper are those of the authors and do not necessarily reflect the views of the Education Bureau of Hong Kong SAR Government.

Notes on contributors

Edith Lai is an assistant professor in the Department of Curriculum and Instruction, Faculty of Education, The Chinese University of Hong Kong. Her research interest focuses on instructional leadership, teacher learning, mentoring, and curriculum change and implementation.

Derek Cheung is a professor in the Department of Curriculum and Instruction, Faculty of Education, The Chinese University of Hong Kong. His research interest focuses on curriculum development, science education, and measurement of affective learning outcomes.