Hong Kong's change of sovereignty: school leader perceptions of the effects on educational policy and school administration

Dimmock, C. and Walker, A. (1997) Hong Kong's change of sovereignty: school leader perceptions of the effects on educational policy and school administration. Comparative Education, 33(2), pp. 277-302. (doi:10.1080/03050069728578)

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Abstract

This study captures the thoughts and perceptions of a group of Hong Kong principals on the transfer of sovereignty and its effects on education. The investigation addressed the following guiding research question. What, according to their perceptions, have been and will be the effects on education policy and on school-level management and curriculum, of the transfer of sovereignty? A qualitative approach was adopted, using naturalistic methods of inquiry. Nine principals of aided secondary schools were selected for interview according to procedures of purposive sampling. The findings indicate that, faced with uncertainty arising from the change of sovereignty, principals feel confident of managing and coping with situations at the school level in connection with the curriculum and management. However, they express concern and greater uncertainty about their ability to manage changes emanating in the broader sociopolitical educational environment, particularly with regard to values and norms and access and opportunity, all of which are likely to impact on their schools.

Item Type:Articles
Status:Published
Refereed:Yes
Glasgow Author(s) Enlighten ID:Dimmock, Professor Clive
Authors: Dimmock, C., and Walker, A.
College/School:College of Social Sciences > School of Education > Professional Learning and Leadership
Journal Name:Comparative Education
ISSN:0305-0068
ISSN (Online):1360-0486

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