Influence of leadership styles on teacher communication networks: a Hong Kong case study

Abstract

This article reports the findings of a study conducted in an elementary school in 2007–2008. The design-based study, which is a replication of another study conducted in 2003–2005, analysed the influence of different leadership styles on teacher communication networks. Two curriculum development teams, namely English and General Studies teams, were set up to help in curriculum innovation, design and implementation in classrooms. Participating teachers conducted reflection meetings to evaluate the effectiveness of the implemented curriculum and discuss measures for improvement. Teacher interviews were conducted before and after each cycle of curriculum innovation. Meetings were videotaped. This study analyses the videotaped meetings through quantitative and qualitative approaches, and aims to show the effects of leadership styles and power on communication networking systems of the two teams. Results show that two modes of communication networking systems are prevalent in the videotaped meetings: restricted and extended modes. These two modes have different effects on space for teacher learning. The extended mode allows more space for teacher participation and reflection, whereas the restricted mode restricts teacher access to active participation. An effective leadership programme enhances the capacities of participants, creates conditions that allow the emergence of extended mode in meetings and provides guidance towards the realization of innovations.

Acknowledgements

We acknowledge the contribution of Sandy Tam in the preparation and organization of data for analysis. Our special thanks also go to various funding sources in the Institute and in the Department, specifically the Asia Pacific Centre for Leadership and Change.

Additional information

Notes on contributors

Edmond H.F. Law

Edmond H.F. Law is an associate professor at the Hong Kong Institute of Education, Department of Curriculum and Instruction, 10 Lo Ping Road, Tai Po, Hong Kong. Email: [email protected]. He is specializing in leadership studies in curriculum development, activity theory in curriculum studies, language in education. His most recent publications include: ‘Exploring the role of leadership in facilitating teacher learning in Hong Kong’ (School Leadership & Management, 2011).

John C.K. Lee

John C.K. Lee is the vice president (Academic) Office and chair professor of Curriculum and Instruction at the Hong Kong Institute of Education. Email: [email protected]. He also serves as Changjiang Chair Professor at Southwest University, China. His research interests are curriculum studies, school improvement and teacher education. His recent co-edited books include Curriculum reform in China: Changes and challenges (with Yin Hongbiao, Nova Science Publishers, 2012).

Sally W.Y. Wan

Sally W.Y. Wan is a professional consultant at the Department of Curriculum and Instruction, The Chinese University of Hong Kong, Shatin, Hong Kong. Email: [email protected]. Her research interests include teacher education, curriculum and pedagogical design, and educational leadership.

James Ko

James Ko is an assistant professor at the Department of Education Policy and Leadership, Hong Kong Institute of Education. Email: [email protected]. He does mixed-method research and his research interests focus on issues related to educational effectiveness, its assessment and improvement. His most recent publications include: ‘Principal leadership in an era of accountability: A perspective from the Hong Kong context’ (School Leadership & Management).

Futoshi Hiruma

Futoshi Hiruma is a professor in Psychology at the Department of Psychology, Faculty of Letters, Kansai University, Suita City, Osaka, Japan. Email: [email protected]. His research interests are discourse in learning and discourse analysis methods. He wrote a book chapter, ‘An approach from discourse to activity’, in K. Yamazumi et al. (Eds.) New learning challenges: Going beyond the industrial age system of school and work (Kansai University Press, 2005).