How do principals' practices reflect democratic leadership for inclusion in diverse school settings? A Hong Kong case study

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dc.contributor.authorSzeto, Elson
dc.date.accessioned2025-01-20T23:56:23Z
dc.date.available2025-01-20T23:56:23Z
dc.date.issued2021
dc.description.abstractResearch on principals' practice of democratic leadership for inclusion in schools has been undertaken in many parts of the world. This paper explores four principals' leadership journeys in response to social justice issues in increasingly diverse settings within public schools, in relation to demographic and cultural changes in Hong Kong. This research aims at exploring the issues in schools arising from contextual changes in the society, contextualising characteristics of principals' practices in relation to an emergent conception of democratic leadership practice in addressing the issues and identifying practical roles of democratic principal leadership in school transformation for diverse students' learning development. I adopted a cross-case study of the principals' leadership journeys through a theoretical lens of democratic leadership. The changes of demographic structure and cultural context and pressure from the central administration were the conditions of facilitating alternative practices of democratic principal leadership in a multicultural school context which evolved from the hybrid of Western and Confucian cultures in the city. These findings contribute to an international account of contextualising democratic leadership practices in a diverse Chinese school community.
dc.fuente.origenWOS
dc.identifier.doi10.1177/1741143220915922
dc.identifier.eissn1741-1440
dc.identifier.issn1741-1432
dc.identifier.urihttps://doi.org/10.1177/1741143220915922
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/95150
dc.identifier.wosidWOS:000527125800001
dc.issue.numero3
dc.language.isoen
dc.pagina.final492
dc.pagina.inicio471
dc.revistaEducational management administration & leadership
dc.rightsacceso restringido
dc.subjectChinese principals
dc.subjectdemocratic leadership practice
dc.subjectinclusion for social justice
dc.subjectleadership problems
dc.subjectmulticultural contexts
dc.subjectuncontrollable forces
dc.subject.ods04 Quality Education
dc.subject.odspa04 Educación de calidad
dc.titleHow do principals' practices reflect democratic leadership for inclusion in diverse school settings? A Hong Kong case study
dc.typeartículo
dc.volumen49
sipa.indexWOS
sipa.trazabilidadWOS;2025-01-12
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