Who really leads and manages the curriculum in primary schools? A Hong Kong case-study

Chi-Kin Lee, J., Dimmock, C. and Yeung, T.-A.Y. (2009) Who really leads and manages the curriculum in primary schools? A Hong Kong case-study. Curriculum Journal, 20(1), pp. 3-26. (doi:10.1080/09585170902763973)

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Publisher's URL: http://dx.doi.org/10.1080/09585170902763973


Surprisingly little is known about the micro-leadership and management of the curriculum within schools. This study first applies a purpose-designed set of research instruments to penetrate the micro-workings of school decision-making in curriculum, teaching and learning. Second, it reports the findings from an application of the instruments in six Hong Kong primary schools. In regard to the principal's influence on curriculum, teaching and learning, in four of the six case-study primary schools, the principal's influence was deemed to be direct. This finding stands in contradistinction to the existing body of evidence – gathered mainly from secondary schools – that emphasises the indirect effect of principal leadership. In regard to the second question, concerning the general patterns of within-school curriculum decision-making, leadership and management, there appears to be a high degree of conformity across the six case-study primary schools.

Item Type:Articles
Glasgow Author(s) Enlighten ID:Dimmock, Professor Clive
Authors: Chi-Kin Lee, J., Dimmock, C., and Yeung, T.-A.Y.
College/School:College of Social Sciences > School of Education > Professional Learning and Leadership
Journal Name:Curriculum Journal
ISSN (Online):1469-3704

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