Ed.D_Thesis_(For_Library_of_University_of_Leicester)_4_Jan_2011_(Kwok_Pak_Keung,_Peter).pdf (855.56 kB)
Principals’ Perception of Quality and Accountability: A Case Study of Lasallian Schools in Hong Kong
thesis
posted on 2012-01-27, 12:52 authored by Pak Keung Peter KwokThe main aim of the research is to investigate how the principals of Lasallian schools in Hong
Kong perceive education quality and accountability and how their conceptions are shaped by
the unique Lasallian context and their relationship to different stakeholders to whom they are
accountable. Education quality in Lasallian schools is traditionally based on the mission and
vision of the Institute of Lasallian Brothers in which ‘Education for All’, Holistic Education
and ‘Touching Hearts and Minds’ are paramount.
Faced with the prospect of a lessening of the influence of the Lasallian Brothers and having
to respond to external educational reform proposals, there have been calls for a renewed
partnership between the various stakeholders of Lasallian Schools to achieve a consensus
view on quality and accountability. These stakeholders are the Educational Development
Bureau, the schools’ senior management committee, teachers, parents and students.
The research is based on the interpretive paradigm and the combined use of ethnographic and
phenomenological methodologies, a case study approach and purposeful and criterion
sampling. Inductive methods are used to analyse data collected through one semi-structured
interview with each of the ten principals supported by documentary evidence.
Findings from the investigation suggest that a consensus view of education quality which
would appeal to all stakeholders would include : maintaining Lasallian values ; providing a
diversity of curriculum provision and holistic education ; enabling all students to achieve a
level of academic attainment linked to their ability; achieving a shift from a teacher to a
student centred approach, including helping students to ‘learn how to learn’.
These outcomes could be achieved by the extended use of a range of strategies in all schools:
distributive leadership with increased empowerment of teachers; promoting a culture of
continuous improvement though development planning, self evaluation and continuing
professional development; parent-school partnerships.
History
Supervisor(s)
Sutton, AlanDate of award
2011-11-01Awarding institution
University of LeicesterQualification level
- Doctoral
Qualification name
- EdD