A Mirroring Process: From School Management Team Cooperation to Teacher Collaboration

References

• Alper, S., Tjosvold, D., & Law, S. A. (1998). Interdependence and controversy in group decision making: Antecedents to effective self-managing teams. Organizational Behavior and Human Decision Processes, 74, 33–52. doi:10.1006/obhd.1998.2748
   PubMed Web of Science ®Google Scholar
• Barth, R. (2001). Teacher leader. Phi Delta Kappan, 82(6), 443–449. doi:10.1177/003172170108200607
   Web of Science ®Google Scholar
• Bass, B., & Bass, R. (2008). The Bass handbook of leadership. New York, NY: Free Press.
   Google Scholar
• Bliese, P. D. (2000). Within-group agreement, non-independence, and reliability: Implications for data aggregation and analysis. In K. J. Klein, & S. W. J. Kozlowski (Eds.), Multi-level theory, research and methods in organizations: Foundations, extensions, and new directions (pp. 349–381). San Francisco, CA: Jossey-Bass.
   Google Scholar
• Bridges, E. (1982). Research on the school administrator: The state-of-the-art, 1967–1980. Educational Administration Quarterly, 18(3), 12–33. doi:10.1177/0013161X82018003003
   Web of Science ®Google Scholar
• Caldwell, B. (2005). School-based management. Perth, Australia: International Institute for Educational Planning.
   Google Scholar
• Caldwell, B., & Spinks, J. (1988). The self-managing school. Philadelphia, PA: Falmer Press.
   Google Scholar
• Census and Statistics Department. (2011). Hong Kong 2011 population census - Main report: Volume I. Hong Kong: Government Printer.
   Google Scholar
• Cheng, Y. C. (2008). New learning and school leadership: Paradigm shift towards the third wave. In J. Macbeath & Y. C. Cheng (Eds.), Leadership for learning: International perspectives (pp. 17–40). Rotterdam: Sense Publishers.
   Google Scholar
• Cheng, Y. C., & Chan, M. T. (2000). Implementation of school-based management: A multi-perspective analysis of the case of Hong Kong. International Review of Education, 46, 205–232. doi:10.1023/A:1004046223339
   Google Scholar
• Cheng, Y. C., & Mok, M. M. C. (2007). School-based management and paradigm shift in education: An empirical study. The International Journal of Educational Management, 21(6), 517–542. doi:10.1108/09513540710780046
   Google Scholar
• Cheung, M. B. R., & Walker, A. (2006). Inner worlds and outer limits: The formation of beginning school principals in Hong Kong. Journal of Educational Administration, 44(4), 389–407.
   Google Scholar
• Chui, H. S., Sharpe, F. G., & McCormick, J. (1996). Vision and leadership of principals in Hong Kong. Journal of Educational Administration, 34(3), 30–48. doi:10.1108/09578239610118866
   Google Scholar
• Clift, R., Johnson, M., Holland, P., & Veal, M. (1992). Developing the potential for collaborative school leadership. American Educational Research Journal, 29(4), 877–908. doi:10.3102/00028312029004877
   Web of Science ®Google Scholar
• Committee on Home-School Cooperation. (2013). Primary school profile 2013. Retrieved from http://www.chsc.hk/psp2013/eng/index.php
   Google Scholar
• Conger, J., & Pearce, C. L. (2003). A landscape of opportunities: Future research on shared leadership. In C. L. Pearce, & J. Conger (Eds.), Shared leadership: Reframing the hows and whys of leadership (pp. 285–303). Thousand Oaks, CA: Sage Publications.
   Google Scholar
• Cosier, R. A., & Schwenk, C. R. (1990). Agreement and thinking alike: Ingredients for poor decisions. Academy of Management Executive, 4, 69–74. doi:10.5465/AME.1990.4274710
   Google Scholar
• Day, D., Gronn, P., & Salasc, S. (2006). Leadership in team-based organizations: On the threshold of a new era. The Leadership Quarterly, 17(3), 211–216. doi:10.1016/j.leaqua.2006.02.001
   Web of Science ®Google Scholar
• De Dreu, C. K. W. (2007). Cooperative outcome interdependence, task reflexivity, and team effectiveness: A motivated information processing perspective. Journal of Applied Psychology, 92, 628–638. doi:10.1037/0021-9010.92.3.628
   PubMed Web of Science ®Google Scholar
• Deutsch, M. (1973). The resolution of conflict. New Haven, CT: Yale University Press.
   Google Scholar
• Dillman, D., Phelps, G., Tortora, R., Swift, K., Kohrell, J., Berck, J., & Messera, B. (2009). Response rate and measurement differences in mixed-mode surveys using mail, telephone, interactive voice response (IVR) and the Internet. Social Science Research, 38(1), 1–18. doi:10.1016/j.ssresearch.2008.03.007
   Web of Science ®Google Scholar
• Dimmock, C., & Walker, A. (2002). School leadership in context: Societal and organisational cultures. In T. Bush, & L. Bell (Eds.), Educational management: Principles and practice. London, UK: Paul Chapman.
   Google Scholar
• Doyle, M., & Myers, V. (1999). Co-principalship: A different approach to school leadership. Learning Matters, 4(2), 33–35.
   Google Scholar
• Eisenhardt, K. M. (1989). Making fast strategic decisions in high-velocity environments. Academy of Management Journal, 32(3), 543–576. doi:10.2307/256434
   Web of Science ®Google Scholar
• Elliot, K., & Sammons, P. (2004). Exploring the use of effect sizes to evaluate the impact of different influences on child outcomes. In K. Elliot & I. Schagen (Eds.), What does it mean? The use of effect sizes in educational research (pp. 6–24). Slough, UK: NFER.
   Google Scholar
• Friedman, R., Chi, S. C., & Liu, L. A. (2006). An expectancy model of Chinese–American differences in conflict-avoiding. Journal of International Business Studies, 37(1), 76–91. doi:10.1057/palgrave.jibs.8400172
   Web of Science ®Google Scholar
• Gronn, P. (2002). Distributed leadership as a unit of analysis. Leadership Quarterly, 13, 423–451. doi:10.1016/S1048-9843(02)00120-0
   Web of Science ®Google Scholar
• Grubb, W. N., & Flessa, J. (2009). “A job too big for one”: Multiple principals and other non-traditional approaches to school leadership. In K. Leithwood, B. Mascall, & T. Strauss (Eds.), Distributed leadership according to the evidence (pp. 137–164). London, UK: Routledge.
   Google Scholar
• Hallinger, P. (2004). Meeting the challenges of cultural leadership: The changing role of principals in Thailand. Discourse: Studies in the Cultural Politics of Education, 25(1), 61–73.
   Google Scholar
• Hallinger, P. (2010). Making education reform happen: Is there an “Asian” way? School Leadership and Management, 30(5), 401–408.
   Google Scholar
• Hallinger, P. (2011). Leadership for learning: Lessons from 40 years of empirical research. Journal of Educational Administration, 49(2), 125–142.
   Google Scholar
• Hallinger, P., & Bryant, D. A. (2013). Mapping the terrain of research on educational leadership and management in East Asia. Journal of Educational Administration, 51(5), 618–637.
   Google Scholar
• Hallinger, P., & Heck, R. H. (1998). Exploring the principal’s contribution to school effectiveness: 1980–1995. School Effectiveness and School Improvement, 9, 157–191. doi:10.1080/0924345980090203
   Web of Science ®Google Scholar
• Hallinger, P., & Heck, R. H. (2009). Distributed leadership in schools: Does system policy make a difference? In A. Harris (Ed.), Distributed leadership: Different perspectives (pp. 101–117). Netherlands: Springer.
   Google Scholar
• Hallinger, P. & Ko, J. (2015). Education accountability and principal leadership effects in Hong Kong primary schools. Nordic Journal of Studies in Educational Policy, 1, 30–47.
   Google Scholar
• Hallinger, P., & Lee, M. S. (2011). Assessing a decade of education reform in Thailand: Broken promise or impossible dream? Cambridge Journal of Education, 41(2), 139–158. doi:10.1080/0305764X.2011.572868
   Web of Science ®Google Scholar
• Hallinger, P., Lee, M. S., & Ko, J. (2014). Exploring the impact of school principals on teacher professional communities in Hong Kong. Leadership and Policy in Schools, 13(3), 229–259.
   Google Scholar
• Hallinger, P., & Lu, J. (2014). Modeling the effects of principal leadership and school capacity on teacher professional learning in Hong Kong primary schools. School Leadership and Management, 35(5), 481–501.
   Google Scholar
• Hallinger, P., & Truong, T. D. (2014). Exploring the contours of context and effective school leadership in Vietnam. Leading and Managing, 20(2), 43–58.
   Google Scholar
• Hargreaves, A. (1992). Contrived collegiality: The micropolitics of teacher collaboration. In N. Bennett, M. Crawford, & C. Riches (Eds.), Managing change in education: Individual and organizational perspectives (pp. 80–94). London, UK: Paul Chapman/Open University.
   Google Scholar
• Harris, A. (2003). Teacher leadership as distributed leadership: Heresy, fantasy or possibility? School Leadership and Management, 23(3), 313–324. doi:10.1080/1363243032000112801
   Google Scholar
• Heck, R. H., & Hallinger, P. (2009). Assessing the contribution of distributed leadership to school improvement and growth in math achievement. American Educational Research Journal, 46, 659–689. doi:10.3102/0002831209340042
   Web of Science ®Google Scholar
• Heck, R. H., & Hallinger, P. (2010). Collaborative leadership effects on school improvement: Integrating unidirectional- and reciprocal-effects models. The Elementary School Journal, 111(2), 226–252.
   Web of Science ®Google Scholar
• Ho, D. C. W. (2010). Teacher participation in curriculum and pedagogical decisions: Insights into curriculum leadership. Educational Management Administration & Leadership, 38(5), 613–624. doi:10.1177/1741143210373739
   Web of Science ®Google Scholar
• Ho, D. C. W., & Tikly, L. P. (2012). Conceptualizing teacher leadership in a Chinese, policy-driven context: A research agenda. School Effectiveness and School Improvement, 23(4), 401–416. doi:10.1080/09243453.2012.678861
   Web of Science ®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. doi:10.1080/10705519909540118
   Web of Science ®Google Scholar
• Hui, C., Wong, A. S. H., & Tjosvold, D. (2007). Turnover intention and performance in China: The role of positive affectivity, perceived organizational support and constructive controversy. Journal of Occupational and Organizational Psychology, 80, 735–751. doi:10.1348/096317906X171037
   Web of Science ®Google Scholar
• Hulpia, H., Devos, G., & Rosseel, Y. (2009). Development and validation of scores on the distributed leadership inventory. Educational and Psychological Measurement, 69(6), 1013–1034. doi:10.1177/0013164409344490
   Web of Science ®Google Scholar
• James, L. R., Demaree, R. G., & Wolf, G. (1993). rwg: An assessment of within-group interrater agreement. Journal of Applied Psychology, 78, 306–309. doi:10.1037/0021-9010.78.2.306
   Web of Science ®Google Scholar
• Jehn, K. A. (1995). A multimethod examination of the benefits and detriments of intragroup conflict. Administrative Science Quarterly, 40, 256–282. doi:10.2307/2393638
   Web of Science ®Google Scholar
• Johnson, D. W., & Johnson, R. T. (1989). Cooperation and competition: Theory and research. Edina, MN: Interaction Book Co.
   Google Scholar
• Johnson, D. W., & Johnson, R. T. (2005). New developments in social interdependence theory. Genetic, Social, and General Psychology Monographs, 131, 285–358. doi:10.3200/MONO.131.4.285-358
   PubMed Web of Science ®Google Scholar
• Johnson, D. W., Maruyama, G., Johnson, R., Nelson, D., & Skon, L. (1981). Effects of cooperative, competitive, and individualistic goal structures on achievement: A meta-analysis. Psychological bulletin, 89(1), 47–62.
   Web of Science ®Google Scholar
• King, E. M., & Guerra, S. C. (2005). Education reforms in East Asia: Policy, process, and impact. In the World Bank (Ed.), East Asia decentralizes: Making local government work (pp. 179–207). Washington, DC: The World Bank.
   Google Scholar
• Kreft, I. G. G., & De Leeuw, J. (1998). Introducing multilevel modeling. Thousand Oaks, CA: Sage.
   Google Scholar
• Lam, S. F., Yim, P. S., & Lam, T. W. H. (2002). Transforming school culture: Can true collaboration be initiated? Educational Research, 44(2), 181–195. doi:10.1080/0013188011010xxxx
   Web of Science ®Google Scholar
• Lam, Y. L. J. (2004). Factors for differential developments in organizational learning: A case for Hong Kong schools. International Journal of Educational Development, 24(2), 155–166.
   Web of Science ®Google Scholar
• Lambert, L. (2002). A framework for shared leadership. Educational Leadership, 59(8), 37–40.
   Web of Science ®Google Scholar
• Lambert, L. (2003). Leadership redefined: An evocative context for teacher leadership. School Leadership & Management, 23(4), 421–430.
   Google Scholar
• Law, E. H. F. (2011). Exploring the role of leadership in facilitating teacher learning in Hong Kong. School Leadership & Management, 31(4), 393–410. doi:10.1080/13632434.2011.606268
   Google Scholar
• Law, E. H. F., Galton, M., & Wan, S. (2010). Distributed curriculum leadership in action: A Hong Kong case study. Educational Management Administration & Leadership, 38(3), 286–303. doi:10.1177/1741143209359714
   Web of Science ®Google Scholar
• Lee, M. S., Walker, A., & Chui, Y. L. (2012). Contrasting effects of instructional leadership practices on student learning in a high-accountability context. Journal of Educational Administration, 50(5), 586–611. doi:10.1108/09578231211249835
   Google Scholar
• Lee, V., & Bryk, A. (1989). A multilevel model of the social distribution of high school achievement. Sociology of Education, 62, 172–192. doi:10.2307/2112866
   Web of Science ®Google Scholar
• Leithwood, K., Harris, A., & Hopkins, D. (2008). Seven strong claims about successful school leadership. School Leadership and Management, 28(1), 27–42. doi:10.1080/13632430701800060
   Google Scholar
• Leithwood, K., & Jantzi, D. (2000). The effects of transformational leadership on organizational conditions and student engagement with school. Journal of Educational Administration, 38, 112–129. doi:10.1108/09578230010320064
   Google Scholar
• Leithwood, K., Mascall, B., & Strauss, T. (2009). New perspectives on an old idea. In K. Leithwood, B. Mascall, & T. Strauss (Eds.), Distributed leadership according to the evidence (pp. 1–14). London, UK: Routledge.
   Google Scholar
• Leithwood, K., Mascall, B., Strauss, T., Sacks, R., Memon, N., & Yashkina, A. (2007). Distributing leadership to make schools smarter: Taking the ego out of the system. Leadership and Policy in Schools, 6(1), 37–67.
   Google Scholar
• Leithwood, K., & Menzies, S. (1998). Forms and effects of school based management: A review. Educational Policy, 12(3), 325–346. doi:10.1177/0895904898012003006
   Web of Science ®Google Scholar
• Leithwood, K., & Sun, J. P. (2012). The nature and effects of transformational school leadership: A meta-analytic review of unpublished research. Educational Administration Quarterly, 48(3), 387–423. doi:10.1177/0013161X11436268
   Web of Science ®Google Scholar
• Leung, J. Y. H., & Chan, H. M. (2001). The school management reform in Hong Kong: Administrative control in a new cloak of managerialism. In B. L. Cheung, & J. C. Y. Lee (Eds.), Public sector reform in Hong Kong into the 21st century (pp. 229–260). Hong Kong: The Chinese University Press.
   Google Scholar
• Leung, K., Koch, P. T., & Lu, L. (2002). A dualistic model of harmony and its implications for conflict management in Asia. Asia Pacific Journal of Management, 19, 201–220. doi:10.1023/A:1016287501806
   Google Scholar
• Lieberman, A., & Wood, D. R. (2002). From network learning to classroom teaching. Journal of Educational Change, 3(3–4), 315–337. doi:10.1023/A:1021286014650
   Google Scholar
• Little, J. W. (1984). Seductive images and organization realities in professional development. Teachers’ College Record, 86(1), 84–102.
   Web of Science ®Google Scholar
• Louis, K. S., Kruse, S. D., & Bryk, A. S. (1995). Professionalism and community: What is it and why is it important in urban schools. In K. S. Louis, & S. Kruse (Eds.), Professionalism and community: Perspectives on reforming urban schools (pp. 3–24). Thousand Oaks, CA: Corwin Press.
   Google Scholar
• Louis, K. S., Leithwood, K., Wahlstrom, K., Anderson, S. A., & Michlin, M. (2010). Learning from leadership: Investigating the links to improved student learning: Final report of research findings. New York, NY: Wallace Foundation.
   Google Scholar
• Louis, K. S., Mayrowetz, D., Smylie, M., & Murphy, J. (2009). The role of sensemaking and trust in developing distributed leadership. In A. Harris (Ed.), Distributed leadership: Different perspectives. Dordrecht, The Netherlands: Springer.
   Google Scholar
• Lu, J., Jiang, X., Yu, H., & Li, D. (2015). Building collaborative structures for teachers’ autonomy and self-efficacy: The mediating role of participative management and learning culture. School Effectiveness and School Improvement, 26(2), 240–257. doi:10.1080/09243453.2014.888086
   Web of Science ®Google Scholar
• Lu, J., Tjosvold, D., & Shi, K. (2010). Team training in china: Testing and applying the theory of cooperation and competition. Journal of Applied Social Psychology, 40(1), 101–134. doi:10.1111/jasp.2010.40.issue-1
   Web of Science ®Google Scholar
• Lüdtke, O., Marsh, H. W., Robitzsch, A., Trautwein, U., Asparouhov, T., & Muthén, B. (2008). The multilevel latent covariate model: A new, more reliable approach to group-level effects in contextual studies. Psychological Methods, 13(3), 203–229.
   PubMed Web of Science ®Google Scholar
• Marks, H., & Printy, S. (2003). Principal leadership and school performance: An integration of transformation and instructional leadership. Educational Administration Quarterly, 39(3), 370–397. doi:10.1177/0013161X03253412
   Web of Science ®Google Scholar
• Mok, K. H. (2006). Education reform and education policy in East Asia. London, UK: Routledge.
   Google Scholar
• Morgeson, F. P., & Hofmann, D. A. (1999). The structure and function of collective constructs: Implications for multilevel research and theory development. Academy of Management Review, 24, 249–265.
   Web of Science ®Google Scholar
• Murphy, J., & Beck, L. (1995). School-based management as school reform: Taking stock. Thousand Oaks, CA: Corwin Press.
   Google Scholar
• Muthén, B. (1994). Multilevel covariance structure analysis. Sociological Methods & Research, 22(3), 376–398. doi:10.1177/0049124194022003006
   Web of Science ®Google Scholar
• Ogawa, R., & Bossert, S. (1995). Leadership as an organizational quality. Educational Administration Quarterly, 31(2), 224–243. doi:10.1177/0013161X95031002004
   Web of Science ®Google Scholar
• Pang, N. S. K. (2010). Leadership forces in Hong Kong secondary schools. School Leadership and Management, 30(4), 351–365. doi:10.1080/13632434.2010.502525
   Google Scholar
• Pearce, C. L., Conger, J. A., & Locke, E. A. (2008). Shared leadership theory. The Leadership Quarterly, 19(5), 622–628. doi:10.1016/j.leaqua.2008.07.005
   Web of Science ®Google Scholar
• Preacher, K. J., Zhang, Z., & Zyphur, M. J. (2011). Alternative methods for assessing mediation in multilevel data: The advantages of multilevel SEM. Structural Equation Modeling, 18(2), 161–182.
   Web of Science ®Google Scholar
• Preacher, K. J., Zyphur, M. J., & Zhang, Z. (2010). A general multilevel SEM framework for assessing multilevel mediation. Psychological Methods, 15, 209–233. doi:10.1037/a0020141
   PubMed Web of Science ®Google Scholar
• Rosenholtz, S. J. (1991). Teachers’ workplace: The social organization of schools. New York, NY: Teachers College Press.
   Google Scholar
• Saphier, J., & King, M. (1985). Good seeds grow in strong cultures. Educational Leadership, 42(6), 67–74.
   Web of Science ®Google Scholar
• Schaubroeck, J., Lam, S. S. K., & Cha, S. E. (2007). Embracing transformational leadership: Team values and the impact of leader behavior on team performance. Journal of Applied Psychology, 92, 1020–1030. doi:10.1037/0021-9010.92.4.1020
   PubMed Web of Science ®Google Scholar
• Schweiger, D. M., Sandberg, W. R., & Ragan, J. W. (1986). Group approaches for improving strategic decision making: A comparative analysis of dialectical inquiry, devil’s advocacy, and consensus. Academy of Management Journal, 29(1), 51–71. doi:10.2307/255859
   Web of Science ®Google Scholar
• Schweiger, D. M., Sandberg, W. R., & Rechner, P. L. (1989). Experiential effects of dialectical inquiry, devil’s advocacy, and consensus approaches to strategic decision making. Academy of Management Journal, 32, 745–772. doi:10.2307/256567
   Web of Science ®Google Scholar
• Shaw, S. M. (1999, May 31). It’s true. Asians can’t think. Time, 23.
   Google Scholar
• Sleegers, P., Geijsel, F., & Van den Berg, R. (2002). Conditions fostering educational change. In K. Leithwood, & P. Hallinger (Eds.), The second international handbook of research on school leadership and administration (pp. 75–102). Dordrecht, The Netherlands: Kluwer Academic Publishers.
   Google Scholar
• Smylie, M., Conley, S., & Marks, H. (2002). Exploring new approaches to teacher leadership for school improvement. In J. Murphy (Ed.), The educational leadership challenge: Redefining leadership for the 21st century (pp. 162–188). Chicago, IL: University of Chicago Press.
   Google Scholar
• Spillane, J. (2006). Distributed leadership. San Francisco, CA: Jossey-Bass.
   Google Scholar
• Stanne, M., Johnson, D. W., & Johnson, R. (1999). Does competition enhance or inhibit motor performance: A meta-analysis. Psychological Bulletin, 125, 133–154. doi:10.1037/0033-2909.125.1.133
   PubMed Web of Science ®Google Scholar
• Stoll, L., Bolam, R., McMahon, A., Wallace, M., & Thomas, S. (2006). Professional learning communities: A review of the literature. Journal of Educational Change, 7(4), 221–258. doi:10.1007/s10833-006-0001-8
   Google Scholar
• Stoll, L., & Louis, K. S. (2007). Professional learning communities: Divergence, depth and dilemmas. New York, NY: McGraw-Hill.
   Google Scholar
• Tang, S. B., Lu, J., & Hallinger, P. (2014). Leading school change in China: A preliminary investigation. International Journal of Educational Management, 28(6), 655–675.
   Google Scholar
• Thoonen, E., Sleegers, P., Oorta, F., & Peetsmaa, T. (2012). Building school-wide capacity for improvement: The role of leadership, school organizational conditions, and teacher factors. School Effectiveness and School Improvement, 23(4), 441–460. doi:10.1080/09243453.2012.678867
   Web of Science ®Google Scholar
• Tjosvold, D. (1998). The cooperative and competitive goal approach to conflict: Accomplishments and challenges. Applied Psychology: An International Review, 47, 285–342. doi:10.1111/j.1464-0597.1998.tb00025.x
   Web of Science ®Google Scholar
• Tjosvold, D. (2007). The conflict-positive organization: It depends upon us. Journal of Organizational Behavior, 29, 19–28. doi:10.1002/job.473
   Web of Science ®Google Scholar
• Tjosvold, D. (2008). Controversy for management education: Developing committed, open-minded researchers. Exemplary contributions. Academy of Management Learning and Education, 7, 73–85. doi:10.5465/AMLE.2008.31413864
   Web of Science ®Google Scholar
• Tjosvold, D., Hui, C., & Sun, H. (2004). Can Chinese discuss conflicts openly? Field and experimental studies of face dynamics in China. Group Decision and Negotiation, 13, 351–373. doi:10.1023/B:GRUP.0000042892.76805.83
   Web of Science ®Google Scholar
• Tjosvold, D., Wedley, W. C., & Field, R. H. G. (1986). Constructive controversy, the Vroom–Yetton model, and managerial decision making. Journal of Occupational Behaviour, 7, 125–138. doi:10.1002/job.4030070205
   Google Scholar
• Tjosvold, D., & Yu, Z. Y. (2007). Group risk-taking: The constructive role of controversy in China. Group & Organization Management, 32, 653–674. doi:10.1177/1059601106287110
   Web of Science ®Google Scholar
• Triandis, H. C., McCusker, C., & Hui, C. H. (1990). Multimethod probes of individualism and collectivism. Journal of Personality and Social Psychology, 59, 1006–1020. doi:10.1037/0022-3514.59.5.1006
   Web of Science ®Google Scholar
• Tschannen-Moran, M. (2009). Fostering teacher professionalism in schools the role of leadership orientation and trust. Educational Administration Quarterly, 45(2), 217–247. doi:10.1177/0013161X08330501
   Web of Science ®Google Scholar
• Tymms, P. (2004). Effect sizes in multilevel models. In I. Schagen & K. Elliot (Eds.), The use of effect sizes in educational research. London, UK: Rotherham.
   Google Scholar
• Vescio, V., Ross, D., & Adams, A. (2008). A review of research on the impact of professional learning communities on teaching practice and student learning. Teaching and Teacher Education, 24(1), 80–91. doi:10.1016/j.tate.2007.01.004
   Web of Science ®Google Scholar
• Walker, A., & Dimmock, C. (2006). Preparing leaders, preparing learners: The Hong Kong experience. School Leadership and Management, 26(2), 125–147. doi:10.1080/13634230600589659
   Google Scholar
• Walker, A., & Ko, J. (2011). Principal leadership in an era of accountability: A perspective from the Hong Kong context. School Leadership & Management, 31(4), 369–392. doi:10.1080/13632434.2011.606269
   Google Scholar
• Walker, A., Lee, M., & Bryant, D. (2014). How much of a difference do principals make? An analysis of between-schools variation in academic achievement in Hong Kong public secondary schools. School Effectiveness and School Improvement, 25(4), 602–628. doi:10.1080/09243453.2013.875044
   Web of Science ®Google Scholar
• Walker, A., & Qian, H. (2006). Beginning principals: Balancing at the top of the greasy pole. Journal of Educational Administration, 44(4), 297–309. doi:10.1108/09578230610674921
   Google Scholar
• Wei, X., & Li, Q. (2013). The Confucian value of harmony and its influence on Chinese social interaction. Cross-Cultural Communication, 9(1), 60–66.
   Google Scholar
• Wong, E. O. W. (2003). Leadership style for school-based management in Hong Kong. The International Journal of Educational Management, 17(6), 243–247. doi:10.1108/09513540310487569
   Google Scholar
• Yetter, G., & Capaccioli, K. (2010). Differences in responses to web and paper surveys among school professionals. Behavior Research Methods, 42(1), 266–272. doi:10.3758/BRM.42.1.266
   PubMed Web of Science ®Google Scholar
• York-Barr, J., & Duke, K. (2004). What do we know about teacher leadership? Findings from two decades of scholarship. Review of Educational Research, 74(3), 255–316. doi:10.3102/00346543074003255
   Web of Science ®Google Scholar
• Yuen, Y. M. C., & Lee, M. S. (2016). Mapping the life satisfaction of adolescents in Hong Kong secondary schools with high ethnic concentration. Youth and Society, 48(4), 539–556.
   Web of Science ®Google Scholar
• Yukl, G. (2006). Leadership in organizations. Paramus, NJ: Prentice Hall.
   Google Scholar