Re-examining Principal Learning and Leadership in Times of Complexity
Autor*innen
Paul Campbell
Abstract
This study examines varying conceptions of principal learning using Hong Kong as the context of study. Through interviews with 15 principals, it examines the effectiveness of professional learning in addressing the contemporary and complex challenges of the principalship. Findings highlight the importance of mentorship, continuous and varied learning opportunities, and on-the-job experiences, while noting gaps in aligning professional learning programs with the realities of leadership practices and evolving demands on schools and their leaders. Implications for principal preparation internationally are considered.
Keywords
principal learning, school leadership, school improvement
DOI
10.35468/jlb-03-2025-07
Lizenz
veröffentlicht unter der Creative Commons-Lizenz (mit Ausnahme aller Fotos, Grafiken und Abbildungen): CC BY-NC-SA 4.0 International, https://creativecommons.org/licenses/by-nc-sa/4.0/
