Paula Kwan

Vice-principalship in Hong Kong: aspirations, competencies, and satisfaction

This article details a large-scale study of vice-principals in Hong Kong secondary schools. The study aimed to examine the core competency areas that pertain to the work of vice-principals and the way in which vice-principals perceive these areas to relate to school success. It also examined the factors that affect their level of job satisfaction, and differentiated these factors according to whether they did or did not aspire to principalship. The findings indicate that competency gaps, if large enough, can affect the level of job satisfaction of vice-principals and that the impact of these gaps varies according to career orientation. The results show that vice-principals who aspire to be a principal are more satisfied in their jobs than their less ambitious colleagues; and that the effect of these gaps on job satisfaction differs between the two groups. The implications of the findings for the future supply of principals and leader development are expounded.

POSITING ORGANIZATIONAL EFFECTIVENESS AS A SECOND-ORDER CONSTRUCT IN HONG KONG HIGHER EDUCATION INSTITUTIONS

The study examines the relative importance of the various organizational effectiveness dimensions in higher education institutions by positing organizational effectiveness as a second-order construct. Based on the findings of a survey administered to university academics in Hong Kong universities, the second-order structure of organizational effectiveness was supported. The findings reflected that the student-related dimensions were not considered as important as the dimensions related to faculty employment and satisfaction and suggested the disproportionate influence of the governing body on universities in Hong Kong.

Linking Professional, School, Demographic, and Motivational Factors to Desire for Principalship.

Purpose: This study attempts to link four groups of contextual factors to vice principals’ desire for principalship using regression analysis. Relevant items representing context are grouped under professional, school, demographic, and motivational factors. The findings aim to provide greater understanding of the desire, or lack thereof, of vice principals to become principals. Research Design: A questionnaire was sent to all secondary school vice principals in Hong Kong. Respondents were asked to indicate on a 4-point Likert-type scale their degree of involvement in a set of professional work dimensions and to rate their agreement with motivational items to describe their needs. They were also asked to provide information about their school and demographic background. Of the 803 questionnaires distributed, 331 were returned, giving a response rate of 41.2%. Findings: A number of professional, demographic, and motivational factors appeared to link to vice principals’ desire for principal positions. These included involvement in professional development in school, a personal desire to keep learning, the applicants’ age, and their predisposition to disregard relational factors. Conclusions: Vice principals who have a stronger desire for personal growth and who are more actively involved in professional development opportunities in their schools have a greater desire to become principals. On the other hand, vice principals who value harmonious working relationships are less inclined to apply for principalships. Further professional development is necessary to increase both the quality and the quantity of principal aspirants. This should recognize the power of ingrained beliefs and norms and be built around human resource issues.

Vice‐principalship: their responsibility roles and career aspirations

A discrepancy exists between the ideal and the actual roles played by vice‐principals (VPs). This gap between roles influences the level of job satisfaction, which, in turn, affects their desire for a principalship. This study used a questionnaire survey of about 300 Hong Kong VPs to examine the core responsibility dimensions pertaining to their work and how these contribute to the success of their schools. It also explores the deviation in the responsibilities undertaken by VPs with different school backgrounds and career orientations. The study identified seven core responsibility dimensions of VPs. The results show that the dimension leader and teacher growth and development is a predictor of a VP’s desire for principalship. Issues of attention included staff management and leader and teacher growth and development, as well as a call for better alignment between the actual and ideal responsibilities and roles of VPs.

Principal Selection Panels: Strategies, Preferences and Perceptions.

Purpose – The purpose of this article is to report a study of the strategies members of principal selection panels use to select the best candidate for a principal position.Design/methodology/approach – The study draws on both qualitative and quantitative data. The quantitative analysis drawn on data collected from school supervisors and school principals confirmed a four‐factor structure and qualitative interview data was used to supplement findings.Findings – In order of importance the strategies employed by selection panels were: panel professionalism, the interview, making the cut and pre‐interview.Practical implications – Findings indicate that the selection component of principal recruitment remains at best an uncertain science. Tensions endure between beliefs and perceptions of panel members from different backgrounds. These include beliefs about competence and level of involvement in important activities such as short‐listing. Relational ties, religious affiliation and values congruence are import...