The author made use of her own experiences at two schools to investigate educational changes and leadership in the last two decades. The case study helped to organise the author’s analysis of the two schools’ development processes. As a researcher, the author made use of materials from the websites, reports, student interviews, reflections and memory. With the help of a literature review and the framework of Dimmock and Walker (2005), this study investigated the changes in these schools at the macro-, meso- and site-levels. The organisational culture and wider societal cultural framework help us to understand the decision making of the leadership during the period of educational reform.
Understanding how the processes of organisational development and cultural change are influenced by trends in global and regional cultures, societies and individuals helps us to understand the strengths and weaknesses, the successes and failures of educational reform in Hong Kong.
To a certain extent, the two schools reflect the complex interaction of global, local and individual school contexts during the process of educational reform. Yet, the interpretation of data, events, relationships and descriptions from only one angle may be biased. Nevertheless, the subjectivity of the author’s findings and interpretations is itself a social phenomenon. Although the reliability and validity of the data collection and interpretation could be improved through more interviews from different stakeholders, the author’s mind-set remains deeply influenced by particular temporary and historical social influences. Many experts believe that a person’s way of thinking comes from their life experiences. First-hand experience is the most profound and influential. Under globalisation, second-hand information from developed countries is becoming common.
It is only local people who understand their own culture who can ensure that this does not result in internal contradictions and struggles (Cohen, Manion, & Morrison, 2011). The main findings of this study may not be generalisable to other schools, but it is valuable to interpret the whole from a particular angle. They are helpful for promoting further
investigation and discussion. More cases will help to reconstruct the broader process of educational reform. Different stakeholders may offer different interpretations and arguments. This study offers a case study for reflection and further discussion.
7. Conclusions
The case study indicates that education in Hong Kong has undergone numerous changes in the last two decades, with a variety of school-based curriculum initiatives.
Some of the schools are still management-oriented and school leaders strongly influence school development. Some transformational leaders have successfully motivated followers to adopt a paradigm shift from managerialism to professionalism. Managerial leadership is an essential component of successful leadership. Transformational leadership effectively improves student outcomes (Leithwood, 1994), but only with effective implementation.
Many schools have carried out the first phase of the change process, but have not continued into the second and third phases. This case study shows that without essential systems and mental mode changes, educational reform will not be effective and consistent.
Although curriculum development with project learning, interdisciplinary school-based teaching and learning has been implemented in schools with the creation of new posts such as PSMCD and APSM, without the support of the principals and the co-operation of senior administrators, the curriculum reforms will not be successful.
Further educational reform now needs to consider how to develop whole school professionalism, which will guide teachers to construct and carry out life-long learning for the next generation. Moreover, to promote Hong Kong as an education hub (Education Commission Working Group on the Development of Education Services in Hong Kong, 2011), the primary schools should prepare students to be young learners with a global view of active citizenship. Educational reforms that follow global changes too closely without considering our own context may hinder leadership development in the Pacific-Asia areas especially in Mainland China. Nowadays, the developed countries are looking at the Fourth Way of educational reform (Shirley, 2011). However, without foundations, logical thinking, practical investigation, educational research, contextual needs analysis and pedagogical support, we can only follow behind the modern world and cannot make good decisions that are appropriate to our own region and its place in the global world.
As educators, we need to be concerned about the relationship between management and educational leadership at schools. Moreover, we should pay more attention to the relationship between the needs of our own city and educational reform. Preparing the next generation to face the complex and diverse world as potential leaders is our responsibility.
There are still many things that educational leaders need to discuss about the best ways to nurture our students. The author hopes this case study will allow people to use the parts to see the whole. Then, our educational reform can match the needs of our stakeholders.
Acknowledgements
The author would like to acknowledge the guidance of Professor Leon Tikly during the course of the “Leading for Educational Change in Organisational Settings” unit and Dr Sheila Trahar on the course of “Learning and Teaching in the Global University” unit in the University of Bristol - Doctor of Education Programme.
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