Discipline: Education Administration
This paper aimed to predict the effect of bureaucratic-professional practices on teacher leadership by using a quasi-experiment design. This study intended to identify the aspects of teacher leadership that would provide school administrator practical steps to empower teachers effectively under the school based management policy in Hong Kong. 20 aided secondary schools in Hong Kong were selected by cluster sampling. 360 teachers took part in the questionnaire survey. A structural equation model was applied to identify the predictive relationship between bureaucratic-professional practices and teacher leaderships. Results showed that there are predictive effects of bureaucratic control and professional autonomy on teacher leaderships in the aspects of curriculum and instruction, teacher mentoring and school administration.
ISSN 2243-7908 (Online)
ISSN 0119-5646 (Print)
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