Values-Driven Leadership through Institutional Structures and Practices: How Successful Schools in England and Hong Kong "Absorb" Policy

Autor/inn/en	Armstrong, Paul Wilfred; Ko, James; Bryant, Darren A.
Titel	Values-Driven Leadership through Institutional Structures and Practices: How Successful Schools in England and Hong Kong "Absorb" Policy
Quelle	In: Leadership and Policy in Schools, 17 (2018) 3, S.360-372 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Armstrong, Paul Wilfred) ORCID (Ko, James) ORCID (Bryant, Darren A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1570-0763
DOI	10.1080/15700763.2018.1496341
Schlagwörter	Educational Policy; Instructional Leadership; Cross Cultural Studies; Principals; Leadership Styles; Foreign Countries; Educational Change; School Administration; High Achievement; Secondary Schools; Values; Cultural Context; Capacity Building; Teacher Role; Secondary School Teachers; Longitudinal Studies; Hong Kong; United Kingdom (England) + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Instruction; Leadership; Bildung; Erziehung; Führung; Cultural comparison; Kulturvergleich; Principal; Schulleiter; Führungsstil; Ausland; Bildungsreform; Sekundarschule; Wertbegriff; Lehrerrolle; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Hongkong
Abstract	This article analyzes how principals of high-performing secondary schools in England and Hong Kong establish structural arrangements aligned to their core values as educators. Such values-driven structures provide a platform by which principals create the conditions in which policy and reform can be managed and absorbed without compromising the core purpose and contextual priorities of these schools. The findings reveal how the participating school principals have carefully embedded and institutionalized these structures within the cultures of their organizations as part of a multilayered approach to leadership. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01