On curriculum change: the developing role of preschool heads in Hong Kong

Abstract

Purpose

This paper aims to examine the significance of, difficulties with, and issues driving the change process of curriculum innovations as well as the roles of leadership both in formal and informal structures that could facilitate the process in Hong Kong preschools.

Design/methodology/approach

With the aid of an illustrative case study, this paper discusses the implementation of a new assessment system in a local preschool and its complexity of the management of change process.

Findings

This paper illustrates the problems of technical and quick‐fix approach to change that disregards the political and cultural variables existing within the school environment. If the approach for change focuses only on the “know‐how” aspect of the new assessment system, it is likely that only some superficial changes would be made and the new practices would hardly be institutionalized as an on‐going part of the school system.

Originality/value

Minimal research on management and leadership in preschools has been conducted in Hong Kong. The illustration of this case study follows other studies in the literature in revealing the important links between leadership and curricular innovations. It is argued that the developing role of leadership in creating structures for collaborative participation and promoting school culture is fundamental in this rapid‐changing educational context. From a wider perspective, sustainable development of the preschool field should not and cannot wholly rely on the efforts of individual schools. The strategic alignment of external support from a central agency and partnership with higher education institutes are the important factors contributing to school improvement.

Citation

Choi Wa Dora, H. (2005), "On curriculum change: the developing role of preschool heads in Hong Kong", International Journal of Educational Management, Vol. 19 No. 1, pp. 48-58. https://doi.org/10.1108/09513540510574948