Teachers’ perceptions of the effect of selected leadership practices on pre-primary children’s learning in Hong Kong

References

• Ang, L. (2011). Leading and managing in the early years: A study of the impact of a NCSL programme on children’s centre leaders’ perceptions of leadership and practice. Educational Management Administration & Leadership, 40(3), 289–304.
   Web of Science ®Google Scholar
• Aubrey, C., Godfrey, R., & Harris, A. (2012). How do they manage? An investigation of early childhood leadership. Educational Management Administration & Leadership, 41(2), 5–29.
   Google Scholar
• Belchetz, D., & Leithwood, K. (2007). Successful leadership: Does context matter and if so, how? In C. Day & K. Leithwood (Eds.), Successful principal leadership in times of change (pp. 117–138). Dordrecht: Springer.
   Google Scholar
• Bush, T. (2011). Leadership in the early years: Making a difference. Educational Management Administration & Leadership, 40(3), 287–288.
   Web of Science ®Google Scholar
• Chan, C. W. (2014). The leadership styles of Hong Kong kindergarten principals in a context of managerial change. Educational Management Administration & Leadership, 42(1), 30–39.
   Web of Science ®Google Scholar
• Chan, C. W. (2017). Leading today’s kindergartens: Practices of strategic leadership in Hong Kong’s early childhood education. Educational Management Administration & Leadership, 1–13. doi: 10.1177/1741143217694892
   Web of Science ®Google Scholar
• Chan, L. K. S., & Chan, L. (2003). Early childhood education in Hong Kong and its challenges. Early Child Development and Care, 173(1), 7–17.
   Google Scholar
• Curriculum Development Council. (2006). Guide to the pre-primary curriculum. Hong Kong: Hong Kong Government Printer.
   Google Scholar
• Education and Manpower Bureau and Social Welfare Department. (2003). Performance indicators (pre-primary institutions) domain on children’s development (2nd ed.). Hong Kong: HKSAR.
   Google Scholar
• Fullan, M. (1993). Change forces: Probing the depths of educational reform. New York: Falmer Press.
   Google Scholar
• Hallinger, P. (2005). Instructional leadership and the school principal: A passing fancy that refuses to fade away. Leadership and Policy in Schools, 4(3), 221–239.
   Google Scholar
• Hallinger, P., & Heck, R. (2002). What do you call people with vision? The role of vision, mission, and goals in school leadership and improvement. In K. Leithwood & P. Hallinger (Eds.), Second international handbook of educational leadership and administration (pp. 9–40). London: Kluwer.
   Google Scholar
• Hallinger, P., & Heck, R. (2009). Distributed leadership in schools: Does system policy make a difference? In A. Harris (Ed.), Distributed leadership: Different perspectives (pp. 101–117). Amsterdam: Springer.
   Google Scholar
• Harris, A. (2008). Distributed leadership: According to the evidence. Journal of Educational Administration, 46(2), 172–188.
   Google Scholar
• Heikka, J., & Hujala, E. (2013). Early childhood leadership through the lens of distributed leadership. European Early Childhood Education Research Journal, 21(4), 568–580.
   Web of Science ®Google Scholar
• Heikka, J., Waniganayake, M., & Hujala, E. (2012). Contextualizing distributed leadership within early childhood education: Current understandings, research evidence and future challenges. Educational Management Administration & Leadership, 41(1), 30–44.
   Web of Science ®Google Scholar
• Ho, C. W. D. (2006). Understanding the complexity of preschool teaching in Hong Kong: The way forward to professionalism. International Journal of Educational Development, 26(3), 305–314.
   Web of Science ®Google Scholar
• Ho, C. W. D., & Chen, S. C. S. (2013). Behind the starting line: School capacity building in early childhood education. School Leadership & Management, 33(5), 501–514.
   Google Scholar
• Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1–55.
   Web of Science ®Google Scholar
• Kangas, J., Venninen, T., & Ojala, M. (2016). Distributed leadership as administrative practice in Finnish early childhood education and care. Educational Management Administration & Leadership, 44(4), 617–631.
   Web of Science ®Google Scholar
• Kindergarten Inspection Section. (2012). 5-Year quality review report (2007–2012). Hong Kong: Education Bureau, HKSAR (In Chinese).
   Google Scholar
• Leithwood, K. (1994). Leadership for school restructuring. Educational Administration Quarterly, 30(4), 498–518.
   Web of Science ®Google Scholar
• Leithwood, K., Aitken, R., & Jantzi, D. (2006). Making schools smarter: Leading with evidence (3rd ed.). Thousand Oaks, CA: Corwin Press.
   Google Scholar
• Leithwood, K., Day, C., Sammons, P., Harris, A., & Hopkins, D. (2006). Successful school leadership, what it is and how it influences pupil learning, research report. London: Department of Education and Skills.
   Google Scholar
• Leithwood, K., Harris, A., & Hopkins, D. (2008). Seven strong claims about successful school leadership. School Leadership & Management, 28(1), 27–42.
   Google Scholar
• Leithwood, K., & Jantzi, D. (2000). The effects of transformational school leadership on organizational conditions and student engagement with school. Journal of Educational Administration, 38(2), 112–129.
   Google Scholar
• Leithwood, K., & Jantzi, D. (2005). A review of transformational school leadership research 1996–2005. Leadership and Policy in Schools, 4(3), 177–199.
   Google Scholar
• Leithwood, K., Louis, K., Anderson, S., & Wahlstrom, K. (2004). How leadership influences student learning: A review of research for the learning from leadership project. New York: The Wallace Foundation.
   Google Scholar
• Leithwood, K., Mascall, B., & Strauss, T. (2009). New perspectives on an old idea: A short history of the old idea. In K. Leithwood, B. Mascall, & T. Strauss (Eds.), Distributed leadership according to the evidence (pp. 1–14). New York, NY: Routledge.
   Google Scholar
• Leithwood, K., Patten, S., & Jantzi, D. (2010). Testing a conception of how leadership influences learning. Educational Administration Quarterly, 46, 671–706.
   Web of Science ®Google Scholar
• Leithwood, K., & Riehl, C. (2003). What we know about successful leadership. A report by division A of AERA national college for school leadership. Retrieved from http://olms.cte.jhu.edu/olms2/data/ck/file/What_we_know_about_SchoolLeadership.pdf
   Google Scholar
• Leithwood, K., & Riehl, C. (2005). What do we already know about educational leadership? In W. A. Firestone & C. Riehl (Eds.), A new agenda for research in educational leadership (pp. 12–27). New York: Teachers College Press.
   Google Scholar
• Li, H. (2006). School-based curriculum development: An interview study of Chinese kindergartens. Early Childhood Education Journal, 33(4), 223–229.
   Google Scholar
• Li, Y. L. (2015). The culture of teacher leadership: A survey of teachers’ views in Hong Kong early childhood settings. Early Childhood Education Journal, 43, 435–445.
   Web of Science ®Google Scholar
• Li, L., Hallinger, P., & Ko, J. (2016). Principal leadership and school capacity effects on teacher learning in Hong Kong. International Journal of Educational Management, 30(1), 76–100.
   Web of Science ®Google Scholar
• Lindon, J., London, L., & Beckley, P. (2016). Leadership in early years: Linking theory and practice (2nd ed.). London: Hodder Education.
   Google Scholar
• Lomos, C., Hofman, R. H., & Bosker, R. J. (2011). Professional communities and student achievement: A meta-analysis. School Effectiveness and School Improvement, 22(2), 121–148.
   Web of Science ®Google Scholar
• Louis, K. S., Dretzke, B., & Wahlstrom, K. (2010). How does leadership affect student achievement? Results from a national US survey. School Effectiveness and School Improvement, 21(3), 315–336.
   Web of Science ®Google Scholar
• Louis, K. S., Marks, H. M., & Kruse, S. (1996). Teachers’ professional community in restructuring schools. American Educational Research Journal, 33(4), 757–798.
   Web of Science ®Google Scholar
• Marks, H. M., & Printy, S. M. (2003). Principal leadership school performance: An integration of transformational and instructional leadership. Educational Administration Quarterly, 39(3), 370–397.
   Web of Science ®Google Scholar
• McCrea, N. L. (2015). Leading and managing early childhood settings: Inspiring people, places and practices. Port Melbourne: Cambridge University Press.
   Google Scholar
• McLaughlin, M. W., & Talbert, J. E. (2006). Building school-based teacher learning communities: Professional strategies to improve student achievement. New York: Teachers College Press.
   Google Scholar
• Mitchell, A., & Serranen, P. (2000). Leadership for change in the primary grades to improve student achievement: A report on the success for all children’s principals academy. Clayton, MO: Danforth Foundation.
   Google Scholar
• Muijs, D., Aubrey, C., Harris, A., & Briggs, M. (2004). How do they manage? A review of the research on leadership in early childhood. Journal of Early Childhood Research, 2(2), 157–169.
   Google Scholar
• Mulford, W., Silins, H., & Leithwood, K. (2004). Educational leadership for organizational learning and improved student outcomes. London: Kluwer Academic Press.
   Google Scholar
• Murry, J., & McDowall Clark, R. (2013). Reframing leadership as a participative pedagogy: The working theories of early years professionals. Early Years, 33(3), 289–301.
   Google Scholar
• Muthén, L. K., & Muthén, B. O. (2012). Mplus user’s guide (7th ed.). Los Angeles, CA: Muthén and Muthén.
   Google Scholar
• Pittman, T. S. (1998). Motivations. In D. T. Gilbert, S. Fiske, & G. Lindzey (Eds.), The handbook of social psychology (4th ed., pp. 549–590). Boston: McGraw-Hill.
   Google Scholar
• Rodd, J. (1997). Learning to be leaders: Perceptions of early childhood professional about leadership role and responsibilities. Early Years, 18(1), 40–44.
   Google Scholar
• Rodd, J. (2001). Building leadership expertise of future early childhood professionals. Journal of Early Childhood Teacher Education, 22(1), 9–12.
   Google Scholar
• Rodd, J. (2006). Leadership in early childhood (3rd ed.). Maidenhead: Open University Press.
   Google Scholar
• Rodd, J. (2013). Leadership in early childhood. The pathway to professionalism (4th ed.). Maidenhead: Open University Press.
   Google Scholar
• Ross, J. A. (2004). Effects of running records assessment on early literacy achievement. The Journal of Educational Research, 97(4), 186–195.
   Web of Science ®Google Scholar
• Sammons, P., Gu, Q., Day, C., & Ko, J. (2011). Exploring the impact of school leadership on pupil outcomes. Results from a study of academically improved and effective schools in England. International Journal of Educational Management, 25(1), 83–101.
   Google Scholar
• Silins, H., & Murray-Harvey, R. (1999). What makes a good senior secondary school? Journal of Educational Administration, 37(4), 329–345.
   Google Scholar
• Sims, M., Waniganayake, M., & Hadley, D. F. (2017). Educational leadership: An evolving role in Australian early childhood settings. Educational Management Administration & Leadership, 1–20. doi: 10.1177/1741143217714254
   Web of Science ®Google Scholar
• Siraj-Blatchford, I., & Manni, L. (2007). Effective leadership in the early years sector. The ELEYS study. London: Institute of Education.
   Google Scholar