Shum, Lai Ching. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1995. / Includes bibliographical references (leaves 131-143). / Text in English; Questionnaire in Chinese. / by Shum Lai Ching. / LIST OF FIGURES --- p.6 / LIST OF TABLES --- p.7 / Chapter CHAPTER I --- INTRODUCTION --- p.8 / Chapter 1.1 --- Background. --- p.8 / Chapter 1.2 --- Purpose of the study --- p.10 / Chapter 1.3 --- Significance of the Study --- p.11 / Chapter CHAPTER II --- LITERATURE REVIEW --- p.13 / Chapter 2.1 --- Leadership --- p.14 / Chapter 2.1.1 --- Definition --- p.14 / Chapter 2.1.2 --- Leadership theories --- p.16 / Chapter 2.1.3 --- Leadership functions --- p.22 / Chapter 2.2 --- Sex-role orientation --- p.24 / Chapter 2.2.1 --- Definition --- p.24 / Chapter 2.2.2 --- Measure of sex-role orientation --- p.25 / Chapter 2.3 --- Leadership and sex-role orientation --- p.27 / Chapter 2.4 --- Teachers' work attitudes --- p.29 / Chapter 2.4.1 --- Definition --- p.29 / Chapter 2.4.2 --- Teachers' work attitudes --- p.30 / Chapter 2.5 --- Teachers' work attitudes and woman principals' leadership --- p.31 / Chapter CHAPTER III --- CONCEPTION OF THE STUDY --- p.33 / Chapter 3.1 --- Introduction --- p.33 / Chapter 3.3 --- Sex-role orientation --- p.34 / Chapter 3.4 --- Woman leadership as a combination of sex-role orientation and leadership function --- p.36 / Chapter 3.5 --- Teachers' work attitudes --- p.38 / Chapter 3.6 --- Woman principals' leadership and teachers' work attitudes --- p.38 / Chapter 3.7 --- Summary --- p.39 / Chapter 3.8 --- Research questions --- p.41 / Chapter CHAPTER IV --- RESEARCH METHODOLOGY --- p.42 / Chapter 4.1 --- Introduction --- p.42 / Chapter 4.2 --- Definitions --- p.42 / Chapter 4.3 --- Null hypotheses --- p.45 / Chapter 4.4 --- Survey instrument --- p.46 / Chapter 4.4.1 --- Teachers' personal demographic information --- p.46 / Chapter 4.4.2 --- Measure of perceived woman principals' sex-role onentation --- p.47 / Chapter 4.4.3 --- Measure of perceived woman principals' leadership functions --- p.49 / Chapter 4.4.4 --- Measure of teachers' work attitudes --- p.49 / Chapter 4.4.5 --- Reliability of the instrument --- p.50 / Chapter 4.5 --- Sampling Merhod --- p.52 / Chapter 4.6 --- Analysis --- p.52 / Chapter 4.7 --- Limitations --- p.54 / Chapter CHAPTER V --- RESULTS AND DISCUSSION --- p.56 / Chapter 5.1 --- General Information --- p.56 / Chapter 5.2 --- Description of key variables --- p.59 / Chapter 5.2.1 --- Sex-role orientation of the woman principals --- p.59 / Chapter 5.2.2 --- Leadership functions of the woman principals --- p.68 / Chapter 5.2.3 --- Teachers' work attitudes --- p.73 / Chapter 5.2.4 --- Summary of descriptive statistics --- p.77 / Chapter 5.3 --- Findings related to research question 1 --- p.78 / Chapter 5.3.1 --- Woman principals' leadership and teachers' work attitudes --- p.78 / Chapter 5.3.2 --- "Leadership, demographic variables and teachers' work attitudes" --- p.81 / Chapter 5.4 --- Findings related to research question 2 --- p.89 / Chapter 5.4.1 --- Masculinity Raw Scores (BSRI) and Leadership Functions --- p.90 / Chapter 5.4.2 --- Femininity Raw Scores (BSRI) and Leadership Functions --- p.90 / Chapter 5.4.3 --- Masculine Sex-Role Orientation and Leadership Functions --- p.91 / Chapter 5.4.4 --- Feminine Sex-Role Orientation and Leadership Functions --- p.92 / Chapter 5.4.5 --- Androgynous Sex-Role Orientation and Leadership Functions --- p.93 / Chapter 5.4.6 --- Undifferentiated Sex-Role Orientation and Leadership Functions --- p.94 / Chapter 5 .4.7 --- Summary --- p.95 / Chapter 5.5 --- Findings related to research question 3 --- p.105 / Chapter 5.5.1 --- Profile of woman principals' leadership --- p.105 / Chapter 5.5.2 --- Effective and Ineffective Leadership Profiles --- p.108 / Chapter CHAPTER VI --- CONCLUSIONS AND IMPLICATIONS --- p.112 / Chapter 6.1 --- Demographics --- p.112 / Chapter 6.2 --- Description of key variables --- p.112 / Chapter 6.3 --- Findings related to research question 1 --- p.114 / Chapter 6.4 --- Findings related to research question 2 --- p.116 / Chapter 6.5 --- Findings related to research question 3 --- p.119 / Chapter 6.6 --- Supplementary findings --- p.121 / Chapter 6.7 --- Theoretical implication --- p.122 / Chapter 6.8 --- Practical implication --- p.127 / BIBLIOGRAPHY --- p.131 / APPENDIX --- p.144

The research has implications for the knowledge base of the beginning principalship. It points to the complexity and fluidity of beginning principals' leadership roles as well as the importance of their inner worlds, of people in school management, of implementation strategies for curriculum reform and of the school context. It also brings into focus the inter-relationships among the variables affecting the beginning principalship, the significance of the typology, and the implications of the rudimentary theory of adaptive role-playing. The research findings also have substantial implications for principal preparation. Leadership skills and personal qualities need to be enhanced to equip beginning principals for the complex reform context within which they must operate. The empowerment of beginning principals calls for curriculum leadership skills, strategies to handle dilemmas and paradoxes and ways to develop emotional intelligence and competence. The research also provides suggestions for School Sponsoring Bodies and policy-makers on how to make principal recruitment and training more relevant and effective. (Abstract shortened by UMI.) / The research yielded five major categories that were related to the beginning principals, namely, preferred leadership orientations, strength of heart, managing people, approach to curriculum reform, and contextual influences. These categories were inter-related in that they interacted with one another to affect how the beginning principals played their new roles. Role-playing included the processes of role adoption, role enactment and role changes. Beginning principals in the study went through these processes in different fashions, but they sometimes shared similarities in their perceptions and behaviors. These differences and commonalities led to the categorization of the principals into four types, namely the shaper-founder, the shaper-changer, the moderator-tinkerer and the inheritor-maintainer. The four types constitute the typology established by the research. It was also found that the typology was not static; there were shifts within it as a consequence of role change adopted by the beginning principals. The findings point to a tentative concept of adaptive role-playing within the phenomenon of the beginning principalship, which requires further investigation to establish its validity. / This study investigates how beginning principals in Hong Kong secondary schools managed the first two years of their principalship during a time of substantial educational reform. Given that this area is under-researched in Hong Kong, the study intends to add to the leadership knowledge base and inform principal preparation. / Cheung Man Biu. / "September 2004." / Source: Dissertation Abstracts International, Volume: 66-01, Section: A, page: 0038. / Supervisor: Allan Walker. / Thesis (Ed.D.)--Chinese University of Hong Kong, 2004. / Includes bibliographical references (p. 350-366). / Available also through the Internet via Current research @ Chinese University of Hong Kong under title: A qualitative study of beginning principals in Hong Kong secondary schools operating within an educational reform environment (China) / 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 dissertations and theses, [200-] 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. / Abstracts in English and Chinese. / School code: 1307.

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education