Does Middle Leadership Matter? Evidence from a Study of System-Wide Reform on English Language Curriculum

Autor/inn/en	Li, Sandy C.; Poon, Anita Y. K.; Lai, Tony K. H.; Tam, Selena T. C.
Titel	Does Middle Leadership Matter? Evidence from a Study of System-Wide Reform on English Language Curriculum
Quelle	In: International Journal of Leadership in Education, 24 (2021) 2, S.226-243 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Li, Sandy C.) ORCID (Poon, Anita Y. K.) ORCID (Lai, Tony K. H.) ORCID (Tam, Selena T. C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3124
DOI	10.1080/13603124.2018.1529823
Schlagwörter	Correlation; Middle Management; Faculty Development; Context Effect; Structural Equation Models; Educational Change; Teacher Attitudes; Secondary School Teachers; Teaching Methods; Learning Processes; Language Teachers; Second Language Instruction; Second Language Learning; Instructional Leadership; School Effectiveness; Foreign Countries; Factor Analysis; Hong Kong + Suchen Sie Ihr Suchwort? Korrelation; Mittlere Führungskraft; Bildungsreform; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Language teacher; Sprachunterricht; Fremdsprachenunterricht; Zweitsprachenerwerb; Instruction; Leadership; Bildung; Erziehung; Führung; Schuleffizienz; Ausland; Faktorenanalyse; Hongkong
Abstract	This quantitative study was designed to examine how the interplay of middle leadership and other contextual factors such as teachers' receptivity toward the reform and teacher professional development impacts on implementing system-wide English language curriculum reform. Through stratified random sampling, 352 English language teachers from 51 local secondary schools were recruited to participate in the study. Structural equation modeling and multilevel analysis techniques were employed to examine the direct and indirect effects of different contextual factors on teachers' pedagogical change and perceived student learning. The results indicate that middle leadership at the subject department level exerts substantial positive and direct influence on teachers' change in pedagogical practices, their participation in system-wide professional development activities, teachers' receptivity toward the reform and their perceived student learning. The results of the multilevel analysis also indicate that middle leadership at the subject department level accounts for over 60% of the variation of the perceived student learning across the participating schools. We argue that unleashing the full leadership potential of middle leaders is conducive to effecting change in schools. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01