How Do School Principals in Hong Kong Shape Policy?

ABSTRACT

This article draws on data from cases of high-performing and improving schools in Hong Kong. Semi-structured interviews were conducted with principals, middle leaders, and senior teachers to identify key policies and steps taken for their enactment, and to solicit interpretations of the policies. Principals were found to actively select, prioritize, and emphasize policies based on clearly articulated values. These values-led and contextually informed decisions formed the basis for redesigning the school organization and leadership structures, allocating resources, and aligning multiple initiatives to policies. School-based and mandated policies worked in synergy, and school principals responded rather than reacted to mandates.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

The authors wish to acknowledge the funding support of Economic and Social Research Council and Research Grants Council (RGC) of Hong Kong for its support through the ESRC/RGC Joint Research Scheme (ES/J017035/1).