by Yuen Pong-yiu. / Thesis (Ph.D.)--Chinese University of Hong Kong, 1999. / Includes bibliographical references (p. 310-325 (2nd gp.)). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Mode of access: World Wide Web. / Abstracts in English and Chinese; questionnaires in Chinese.

此論文旨在探究交易型及變革型領導如何提升組織型學習過程及結果的效能。文獻中較多研究變革型領導對優化組織型學習的貢獻，但鮮有提及交易型領導對組織型學習的影響。建基於上述兩類型領導的整合關係、交易型領導在不確定及變幻情景可扮演的獨特角色、以及此兩類型領導之間的相關性仍存在很大的探究空間，本論文先就其相關關係作出討論，然後再就其對組織型學習過程及結果的貢獻進行審視。 / 共41間資助及及按位津貼中學透過隨機抽樣參與是次調查研究，其中有1404位老師自願以填寫問卷的形式作出回應。問卷調查分析結果顯示上述提及的兩類型領導與組織型學習的一些關係。雖然當中帶出的關係尚未能建構成總結性的結論，但仍能為往後的類似研究提供靈感。此外，在探究具一致性的數據的過程中所帶出的情景及文化分析角度，亦能為進一步了解領導行為如何影響組織型學習效能帶來點點啟迪。 / This thesis attempts to study the contributions of the designated variables of transactional leadership and transformational leadership styles to the accomplishment of organisational learning process and outcome. Numerous studies have focused on the relationship between transformational leadership and organisational learning, but very few, to the knowledge of the researcher, take interest in the contributions of transactional leadership to organisational learning. In view of the integral relationship between transactional leadership and transformational leadership, the unique role of transactional leadership in times of uncertainties and changes, and the controversy of the correlation between transactional and transformational leadership, this study first investigates the respective correlation relationship, and then examines their contributions to organisational learning, in terms of process and outcome. / 1404 teacher respondents from 41 randomly selected Aided or CAPUT secondary schools participated in the survey on a voluntary basis. Some kinds of relationship between the variables of transactional leadership and transformational leadership and those of organisational learning are spotted. Although the findings are not yet up to the level of being conclusive, this study serves as inspiration for further investigations into leadership styles and organisational learning. Meanwhile, the analysis of the statistical findings from the perspective of contextual and cultural background further illuminates leadership behaviours accounting for the consistent statistical outcome. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Cheung, Suk Yuen Christina. / Thesis (Ed.D.)--Chinese University of Hong Kong, 2012. / Includes bibliographical references (leaves 171-198). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract also in Chinese; appendix includes Chinese. / Thesis / Assessment Committee --- p.I / Acknowledgements --- p.II / Abstract --- p.IV / Table of Contents --- p.VI / List of Tables --- p.XI / List of Figures --- p.XIII / Chapter Chapter One --- Background of the Study --- p.1 / Chapter 1 --- Education reform in Hong Kong. --- p.1 / Chapter 2 --- Local context of education reform in recent decades --- p.5 / Chapter 2.1 --- The change in school governance --- p.6 / Chapter 2.2 --- The change in financial funding model --- p.7 / Chapter 2.3 --- The demographic shift --- p.8 / Chapter 2.4 --- The cultural transformation --- p.9 / Chapter 3 --- The relevance of organisational learning and school principals --- p.10 / Chapter 3.1 --- The prominence of school principals --- p.10 / Chapter 3.2 --- The significance of school principals and organisational learning --- p.11 / Chapter 4 --- Research questions --- p.12 / Chapter 5 --- Significance of the research questions. --- p.13 / Chapter Chapter Two --- Literature Review --- p.15 / Chapter 1 --- Global context of education reform in recent decades --- p.15 / Chapter 1.1 --- The local context as nested in the global context --- p.15 / Chapter 1.2 --- The education reform as being shaped by the New World Order --- p.16 / Chapter 1.3 --- The beliefs and assumptions of the education reform. --- p.17 / Chapter 1.4 --- The global wave of the education reform. --- p.17 / Chapter 1.5 --- The response of schools in the climate of education reform --- p.18 / Chapter 1.6 --- The role of principals in the midst of tensions and dilemmas --- p.19 / Chapter 1.7 --- Summary --- p.20 / Chapter 2 --- Leadership in school administration. --- p.21 / Chapter 2.1 --- The historical development of leadership theories --- p.22 / Chapter 2.1.1 --- The trait approach. --- p.22 / Chapter 2.1.2 --- The skill approach --- p.23 / Chapter 2.1.3 --- The style approach --- p.23 / Chapter 2.1.4 --- The situational approach. --- p.24 / Chapter 2.1.5 --- The contingency theory --- p.24 / Chapter 2.1.6 --- The path-goal theory. --- p.25 / Chapter 2.1.7 --- The leader-member exchange (LMX) theory --- p.26 / Chapter 2.1.8 --- The transactional and transformational approach --- p.26 / Chapter 2.1.8.1 --- Conceptualisation. --- p.26 / Chapter 2.1.8.2 --- Impact in the education arena. --- p.28 / Chapter 2.1.8.3 --- The transactional and transformational leadership models --- p.30 / Chapter 2.1.9 --- The strategic leadership approach --- p.36 / Chapter 2.1.10 --- Summary --- p.40 / Chapter 2.2 --- The leadership revisit --- p.41 / Chapter 2.2.1 --- The diverse definition of leadership --- p.41 / Chapter 2.2.2 --- The reasons behind the diverse definitions of leadership. --- p.41 / Chapter 2.2.3 --- The thematic definition of leadership. --- p.42 / Chapter 2.2.4 --- Leadership competence as a classification of leadership --- p.44 / Chapter 2.3 --- Summary --- p.45 / Chapter 3 --- Organisational learning in school administration. --- p.46 / Chapter 3.1 --- The historical development of the concept of organisational learning --- p.48 / Chapter 3.1.1 --- The understanding of organisational learning chronological approach --- p.48 / Chapter 3.1.2 --- The understanding of organisational learning thematic approach. --- p.54 / Chapter 3.1.3 --- Summary --- p.68 / Chapter 3.2 --- The organisational learning revisit --- p.68 / Chapter 3.2.1 --- The four main intellectual sources in defining organisational learning --- p.68 / Chapter 3.2.2 --- The summative meaning of organisational learning --- p.70 / Chapter 3.3 --- Summary --- p.71 / Chapter 4 --- The relationship between principal leadership and organisational learning --- p.72 / Chapter 4.1 --- Relevant conceptual and empirical findings --- p.72 / Chapter 4.1.1 --- Prominence of principal leadership to organisational learning --- p.72 / Chapter 4.1.2 --- Principal leadership as an integral of transactional and transformational leadership --- p.73 / Chapter 4.1.3 --- The influence of principal leadership upon school internal conditions --- p.74 / Chapter 4.1.4 --- The influence of principal leadership upon OLP and OLO --- p.76 / Chapter 4.2 --- Summary --- p.78 / Chapter 5 --- Focus of the current research. --- p.79 / Chapter 6 --- Summary --- p.79 / Chapter Chapter Three --- Research Design and Methodology --- p.81 / Chapter 1 --- Aim of the Study --- p.81 / Chapter 2 --- Definition of key concepts for the study. --- p.81 / Chapter 2.1 --- Leadership styles --- p.81 / Chapter 2.2 --- Organisational learning --- p.85 / Chapter 3 --- Conceptual framework --- p.89 / Chapter 4 --- Research question reformulation. --- p.90 / Chapter 5 --- Nature of study --- p.91 / Chapter 5.1 --- The adoption of Quantitative Approach --- p.91 / Chapter 5.2 --- Construction of research instruments --- p.91 / Chapter 5.3 --- Sampling design --- p.93 / Chapter 5.4 --- Procedure of data collection. --- p.94 / Chapter 5.5 --- Data treatment --- p.94 / Chapter 5.6 --- Proposed testing of Validity and Reliability of the Instrument --- p.95 / Chapter 5.7 --- Method of analysis --- p.95 / Chapter 6 --- Summary --- p.96 / Chapter Chapter Four --- Sampling and Data Collection --- p.97 / Chapter 4.1 --- The Sample Design --- p.97 / Chapter 4.1.1 --- Population Frame --- p.97 / Chapter 4.1.2 --- Sample Size. --- p.99 / Chapter 4.1.3 --- Sample Unit. --- p.101 / Chapter 4.1.4 --- Sampling Design. --- p.101 / Chapter 4.2 --- Sampling Procedure --- p.102 / Chapter 4.2.1 --- Sample List --- p.102 / Chapter 4.2.2 --- Invitation Procedure --- p.102 / Chapter 4.2.3 --- Prospective and Declined Participant Lists --- p.103 / Chapter 4.3 --- Data Collection Process --- p.105 / Chapter 4.3.1 --- Communication Mechanism. --- p.105 / Chapter 4.3.2 --- Questionnaire Delivery and Collection Procedure --- p.106 / Chapter 4.3.3 --- Response Rate. --- p.107 / Chapter 4.4 --- Treatment on Missing Values --- p.110 / Chapter 4.5 --- The Unit of Analysis --- p.112 / Chapter 4.6 --- Summary --- p.113 / Chapter Chapter Five --- Descriptive Statistics --- p.115 / Chapter 5.1 --- Demographic Profile --- p.115 / Chapter 5.2 --- Analysis of the main study. --- p.120 / Chapter 5.3 --- Descriptive Analysis. --- p.120 / Chapter 5.3.1 --- The distribution of the general set of data. --- p.121 / Chapter 5.3.2 --- The distribution of responses in each category. --- p.122 / Chapter Chapter Six --- Measurement of Statistics --- p.127 / Chapter 6.1 --- Confirmatory Factor Analysis (CFA). --- p.127 / Chapter 6.1.1 --- Confirmatory factor analysis of transformational leadership variables --- p.128 / Chapter 6.1.2 --- Confirmatory factor analysis of transactional leadership variables --- p.131 / Chapter 6.1.3 --- Confirmatory factor analysis of organisational learning processes. --- p.133 / Chapter 6.2 --- Confirmatory factor analysis of organisational learning outcomes --- p.138 / Chapter Chapter Seven --- Research Question Analysis --- p.140 / Chapter 7.1 --- The correlation between Transactional and Transformational Leadership. --- p.140 / Chapter 7.2 --- The Relationship between Organisational Learning Process (OLP) and Organisational Learning Outcome (OLO). --- p.146 / Chapter 7.3 --- The Integral Model of leadership style and organisational learning --- p.150 / Chapter 7.4 --- Summary --- p.159 / Chapter Chapter Eight --- Conclusions and Implications --- p.162 / Chapter 8.1 --- A Review of the Study. --- p.162 / Chapter 8.2 --- Implications --- p.165 / Chapter 8.3 --- Limitations. --- p.168 / Chapter 8.4 --- Recommendations. --- p.168 / Chapter 8.5 --- Summary --- p.171 / References --- p.172 / Chapter Appendix 1 --- Research Instruments : Reference Table --- p.200 / Chapter Appendix 2 --- The Sample of the Invitation Letter --- p.204 / Chapter Appendix 3 --- A Note of Thanks with An Itinerary --- p.205 / Chapter Appendix 4 --- "Leadership Styles and Organisational Leaning" questionnaire --- p.206 / Chapter Appendix 5 --- The Reply Slip --- p.210

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

劉潔玲. / 論文(哲學博士)--香港中文大學, 2002. / 參考文獻 (p. 308-329). / 中英文摘要. / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Mode of access: World Wide Web. / Liu Jieling. / Zhong Ying wen zhai yao. / Lun wen (zhe xue bo shi)--Xianggang Zhong wen da xue, 2002. / Can kao wen xian (p. 308-329).

A series of educational reforms implemented in recent years had a considerable impact on secondary schools. From principals to teachers; from the school sector to the educational system, all parties had to effect fundamental changes. Facing this new educational era, many scholars suggested schools should have organizational learning so as to have continuous improvement and to pursue excellence. / Based on the findings from the quantitative and qualitative studies, some implications could be drawn. First, teachers should be encouraged to attend more workshops and seminars so as to familiarize themselves with the curriculum reforms. Secondly, schools should utilize the central database to store all the teaching materials for teachers' reference and collaborative lesson preparation should be organized so as to facilitate the co-operation among teachers in order to enhance teaching effectiveness. Of course, schools also should know that all the organizational learning obstacles would together form the unique schools atmosphere while these determine whether the schools can have effective organizational learning. Therefore, the schools should have deep understanding of the atmosphere and then make proper improvement accordingly. Thirdly, the Education Bureau should put in more resources to help the language and liberal studies teachers. Training courses for vice-principals should be strengthened so as to enhance their capabilities to assist principals in leading the teaching staff and carrying out the educational reforms in the school. / However, according to various studies, there was low level of organizational learning process and organizational learning outcome in the majority of primary and secondary schools. From this, we learn that there must be some obstacles for schools to practice organizational learning. Furthermore, the capability of teachers, the main staff of schools, to learn effectively is often the key factor affecting the success or failure of schools. Unfortunately, according to some studies and some reports concerning teachers' stress, it is found that in facing series of educational reforms, teachers were facing tremendous work pressure. Many teachers are unable to meet the new requirements of the educational environment. Some chose to retire early or even to leave the educational sector. Therefore, a study on the obstacles to organizational learning in schools becomes a must. / The findings in the qualitative study showed that organizational learning obstacles varied among teachers of different subjects. Language and Liberal Studies teachers were having the most problems. Besides, as some of the educational reforms were still in their initial stage, not many teachers were involved and hence the problems of having organizational learning were still not serious and explicit. Other than that, teachers regarded the policies launched by the Education Bureau were too fast and too extensive in scale, the schools did not have the capabilities to make school-based modifications. / The findings in the quantitative study showed that the problem of having organizational learning obstacles in Hong Kong secondary schools was not serious. Among all the seven factors concerning organizational learning obstacles, the main one was in the factor of communicating problems. Besides, a major finding of the study indicated that the obstacles at the school level were more serious than those at the personal level. From this, one could learn that teachers regarded support from the school organizational structure, school culture and the principals still have room for improvement while they did not think: that they had great problems with their cognitive abilities and confidence. Only that they did have difficulty in handling the ever-mounting work-load. Other than that, it was found that all the factors concerning the organizational learning obstacles were significantly correlated. / This study was conducted both quantitatively and qualitatively. First, by reviewing the literature, one could have a deeper understanding of the situation secondary schools were facing. Based on the above information, a study tool for the organizational learning obstacles was developed. Through this tool, the existing situation of Hong Kong secondary school in organizational learning was examined. Then, according to the questionnaire data, schools were divided into three groups: high, middle and low in the degree of learning obstacles. One school from each group was chosen to have the qualitative study. Through the interviews with frontline teachers, more data were collected and this could not only help to improve the research tool, but also to gain a better understanding of the situation of the teachers in having organizational learning and the underlying causes of these obstacles. / 蔡愛玲. / Advisers: Sun Keung Pang; Kwan Choi Tse. / Source: Dissertation Abstracts International, Volume: 73-02, Section: A, page: . / Thesis (Ph.D.)--Chinese University of Hong Kong, 2010. / Includes bibliographical references (p. 360-379). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [201-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / Cai Ailing.