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A Case Study of Leadership of Kindergarten Principals in Hong Kong

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A Case Study of Leadership of Kindergarten Principals in Hong Kong A case study of leadership of kindergarten principals in Hong Kong Tricia Kwok Sai Wong B.SS. (University of East Asia), M.Ed. (University of Georgia) Centre for Learning Innovation Queensland University of Technology Thesis for Doctor of Philosophy 2006 A CASE STUDY OF LEADERSHIP OF KINDERGARTEN PRINCIPALS IN HONG KONG KEYWORDS: LEADERSHIP, KINDERGARTEN, WOMEN IN LEADERSHIP, CULTURE ABSTRACT Little attention has been paid to how kindergarten principals in Hong Kong enact their leadership and how their leadership is related to the gender of the principals and to the culture of the society. This study therefore aimed to document and explore how two kindergarten principals in Hong Kong conducted their leadership in respect of what they did, why they did so, and how they experienced their leadership, with a view to understanding the leadership conduct of these principals and to shedding light on the issues of women and the role of culture in school leadership. Both participants were female. One of the leaders was the principal of a non profit-making kindergarten which had joined the government’s subsidy scheme, and the other was a principal of a profit-making kindergarten that had not joined the scheme. A series of in-depth, semi-structured interviews were conducted with the principals along with observations of what they did on specific days as well as an analysis of documents the principals used in their work. Rich and thick data were obtained regarding what these principals did in leading staff to offer an education to children, and the beliefs, values and motives underlying their leadership. Both principals exercised strong and direct control over what to teach children, how teachers engaged in their teaching, and the activities designed to promote the kindergartens to the public to recruit children. They did so because of their beliefs about the importance of these matters for defining the kind of education to offer to children, their determination to lead well, and their perception of staff being i insufficiently competent and motivated. Both exerted much less control on matters perceived as less important to enhancing the survival of the kindergartens. One of the principals was concerned about adverse effects of how staff viewed her leadership, which arose from the strong control she exercised. In light of her perception of the propriety of caring behaviour towards others in a kindergarten, she exhibited caring and teamwork behaviour aimed partly at minimising the adverse effects of her strong control. The other principal was not concerned about negative effects on staff of the strong and direct control she exercised, but still demonstrated a range of behaviour, including caring and teamwork behavior, to motivate staff to perform. The findings show that these leaders considered a host of factors in enacting their leadership, and thus suggest that current theorizing of women in leadership needs to capture an extended range of complex factors that may influence how female leaders conduct and experience their leadership. In addition, the findings add to current theorizing about the motives underlying the enactment of leadership, in that control was enacted to conform to cultural expectations and to ensure adequate staff performance, while caring was enacted to minimize the adverse effects on staff of control or as means to motivate staff. The findings also show that the two leaders made active use of culture to influence staff, and experienced tensions coming from competing cultural values and norms. These are aspects that have not been addressed by current theorizing of the role of culture in school leadership. ii TABLE OF CONTENTS page Abstract i Table of Contents iii List of Tables vi List of Figures vi List of Appendices vii Statement of Original Authorship viii Acknowledgements ix CHAPTER ONE: INTRODUCTION 1 1.1 Research problem and background for addressing the problem 1 1.1.1 Leadership of principals at primary and secondary schools 2 in western societies: Recent trends, research and issues 1.1.2 Leadership of heads in preschool settings in western 8 societies: Research and issues 1.1.3 Leadership of kindergarten principals in Hong Kong 12 1.2 Chapter outline 17 CHAPTER TWO: LITERATURE REVIEW 19 2.1 School education in Hong Kong 19 2.2 Leadership: Definition and theories 24 2.3 Changes in the role of primary and secondary school principals in 32 western societies 2.3.1 Research on leadership of primary and secondary school 35 principals in western societies 2.3.2 Relevance to the present study 39 2.4 Leadership of female school principals 40 2.4.1 Access and on-the-job hindrances 41 2.4.2 Possibility of the operation of similar hindrances in 43 kindergartens in Hong Kong 2.4.3 The way female school principals enact their leadership 44 iii 2.4.4 Forces influencing leadership of female principals 47 2.5 Impact of the culture of a society on school leadership 50 2.5.1 Culture and leadership of school principals 51 2.5.2 The impact of culture on school leadership 52 2.5.3 Rationale for examining culture in the leadership of 58 kindergarten principals in Hong Kong 2.5.4 Culture and kindergarten principals in Hong Kong 60 CHAPTER THREE: CONCEPTUAL FRAMEWORK 63 3.1 Conceptual framework 63 3.1.1 Leadership of women school principals 63 3.1.2 Competition among kindergartens 67 3.1.3 Government’s Kindergarten Subsidy Scheme 69 3.1.4 Culture of Hong Kong society 72 3.2 Aims, research questions and significance of this study 74 CHAPTER FOUR: METHODOLOGY 77 4.1 Research approach 77 4.2 Participants 80 4.3 Data collection 82 4.3.1 Interviews 84 4.3.2 Observation 87 4.3.3 Use of documents 90 4.4 Data analysis 91 4.5 Issues and limitations 93 4.5.1 Trustworthiness 93 4.5.2 Ethics 97 4.5.3 Transferability 97 4.5.4 Limitations of the study 99 CHAPTER FIVE: AMY’S LEADERSHIP 101 5.1 The kindergarten 101 5.2 Forces of change 102 iv 5.3 Direct and strong control 107 5.3.1 Work roles in the kindergarten 107 5.3.2 Command structure 108 5.3.3 Work culture Amy was promoting in staff 110 5.3.4 Curriculum and teaching approach 114 5.3.5 Monitoring teacher actions 120 5.3.6 Activities for parents 122 5.3.7 Other aspects of operation of the kindergarten 129 5.3.8 Summary 133 5.4 Concerns of exercising control: Expression of caring and teamwork 133 CHAPTER SIX: BETTY’S LEADERSHIP 140 6.1 The kindergarten 140 6.2 Forces of change 141 6.3 Enhancing the competitiveness of the kindergarten 146 6.4 Ensuring adequate staff performance 156 6.4.1 Work role and command structure 157 6.4.2 Control exercised over the study curriculum and teaching 159 approach 6.4.2.1 Control over the decision making process 159 6.4.2.2 Monitoring teacher action 164 6.4.2.3 Betty’s experience of exercising control over 167 the study curriculum and teaching approach 6.4.3 Control exercised over extra-curricular activities 171 6.4.4 Motivating staff to perform 175 6.5 Summary 182 CHAPTER SEVEN: CONCLUSIONS 184 7.1 Women in leadership 185 7.2 Implications of the findings on theorizing of leadership 187 7.3 Impact of systemic context: Government subsidy scheme and 192 competition among kindergartens 7.4 The role of culture in school leadership 196 v 7.5 Conceptual framework employed 202 7.6 Methodology used 206 7.7 Conclusion 207 LIST OF TABLES CHAPTER FOUR Table 1 Interview schedule for Amy 85 Table 2 Interview schedule for Betty 85 Table 3 Observation schedule for Amy 88 Table 4 Observation schedule for Betty 89 Table 5 Elements of field notes 89 Table 6 Descriptions of data codes 92 LIST OF FIGURES Figure 1 Dimmock and Walker’s view of forces impacting on school 55 processes Figure 2 Cheng’s view of multi-level cultures in school processes 57 Figure 3 Element of framework: Motives, beliefs and perceptions of 65 principals Figure 4 Elements of framework: Leader attributes and leadership frames 67 Figure 5 Elements of framework: Leader attributes, leadership frames 69 and competition among kindergartens Figure 6 Elements of framework: Leader attributes, leadership frames, 72 competition among kindergartens and government subsidy scheme Figure 7 Elements of framework: Leader attributes, leadership frames, 76 competition among kindergartens and government subsidy scheme and role of culture Figure 8 Elements of framework: Leader attributes, leadership frames, 202 competition among kindergartens and government subsidy scheme and role of culture Figure 9 Impact of subsidy scheme on competitiveness 204 Figure 10 Impact of culture on systemic contextual elements 206 vi LIST OF APPENDICES Appendix A Types of leadership theories 209 Appendix B Research on leadership of school principals in 211 Hong Kong Appendix C Information statement 215 Appendix D Consent form 216 Appendix E Case study protocol 217 Appendix F Checklist for observation 218 Appendix G Form for making observation field notes 219 Appendix H Questions for the interviews 220 Appendix I Use of documents 222 Appendix J Transcriptions 224 Appendix K An example of mapping system 231 Appendix L Examples from the coding system 232 Appendix M Identification number of statements 233 Appendix N Ethical clearance 236 REFERENCES 237 vii STATEMENT OF ORIGINAL AUTHORSHIP The work contained in this thesis has not been previously submitted to meet requirements for an award at this or any other higher education institution. To the best of my knowledge and belief, the thesis contains no material previously published or written by another person except where due reference is made.
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