School Leadership for Civic Learning: The Case of Socio-Political Turbulence in Hong Kong

Autor/inn/en	Wong, Koon Lin; Lee, John Chi-Kin; Kennedy, Kerry J.
Titel	School Leadership for Civic Learning: The Case of Socio-Political Turbulence in Hong Kong
Quelle	In: Educational Management Administration & Leadership, 50 (2022) 3, S.511-530 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wong, Koon Lin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1741-1432
DOI	10.1177/1741143220933903
Schlagwörter	Foreign Countries; Political Attitudes; Principals; Self Efficacy; Political Influences; Social Influences; Teacher Administrator Relationship; Institutional Autonomy; Citizenship Education; Secondary School Students; Secondary School Teachers; Compliance (Legal); Professional Autonomy; Institutional Mission; Administrator Attitudes; Hong Kong + Suchen Sie Ihr Suchwort? Ausland; Political attitude; Politische Einstellung; Principal; Schulleiter; Self-efficacy; Selbstwirksamkeit; Political influence; Politischer Einfluss; Sozialer Einfluss; Institutionelle Autonomie; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Sekundarschüler; Berufsfreiheit; Hongkong
Abstract	Currently, the challenges deriving from the complex and dynamic socio-political context in Hong Kong influence principals' and teachers' relationships and interactions. Academic autonomy in Hong Kong secondary schools is not simply granted by the principals, it is influenced by the society, school conditions and key stakeholders. This study employed qualitative methods to examine how principals negotiate the political context surrounding citizenship education and how these practices influence the civic learning in schools. The results revealed that in school citizenship education, when principals lacked a clear vision of citizenship education, most teachers were compliant and avoided discussing controversial political topics with their students. Such teachers had less autonomy and consequently less self-efficacy. When principals mediated the diverse needs of students and balanced the different expectations of school stakeholders, there were both compliant and critical teachers. Teacher autonomy and self-efficacy were also affected by the current socio-political context in Hong Kong. When principals had a clear school civic mission, the results differed across schools. These findings suggest that principals have to reflect on their own understanding of the purposes and perspectives of citizenship education significantly to meet the multiple demands of a complicated and turbulent socio-political environment. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01