The Paradox of Power in Leadership in Early Childhood Education

Autor/in	Ho, Dora
Titel	The Paradox of Power in Leadership in Early Childhood Education
Quelle	In: Peabody Journal of Education, 87 (2012) 2, S.253-266 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-956X
DOI	10.1080/0161956X.2012.664479
Schlagwörter	Early Childhood Education; Children; Educational Change; Administrative Organization; Foreign Countries; Decision Making; Leadership; Guidelines; Power Structure; Interviews; Case Studies; Stakeholders; Educational Improvement; Educational Policy; Hong Kong + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Child; Kind; Kinder; Bildungsreform; Ausland; Decision-making; Entscheidungsfindung; Führung; Führungsposition; Richtlinien; Interviewing; Interviewtechnik; Case study; Fallstudie; Case Study; Teaching improvement; Unterrichtsentwicklung; Politics of education; Bildungspolitik; Hongkong
Abstract	Western frameworks for school improvement, including the stakeholder model and the model of decentralized leadership, have recently been promoted as solutions for school improvement. Using early childhood education in Hong Kong as an illustrative case, this article focuses on the power and authority of leadership in school decision making. The interview data collected from the two case study schools reveal a paradox of power in leadership that is characterized by tensions between centralization and decentralization in the change process, where decentralization is advocated by policymakers but traditional hierarchical cultures remain. The relationship between the leaders and school stakeholders incorporates a concept of harmony that functions to defuse the potential power struggle embedded in decision making. (Contains 1 table.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10