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Article: Educational leadership in Singapore: Tight coupling, sustainability, scalability, and succession

TitleEducational leadership in Singapore: Tight coupling, sustainability, scalability, and succession
Authors
Issue Date2013
PublisherEmerald Group Publishing Limited. The Journal's web site is located at http://www.emeraldinsight.com/jea.htm
Citation
Journal of Educational Administration, 2013, v. 51 n. 3, p. 320-340 How to Cite?
AbstractPurpose: While Singapore's outstanding educational achievements are well known worldwide, there is a disproportionate paucity of literature on school leadership practices that contribute to and support pedagogical initiatives that - along with socio-cultural factors - are normally considered responsible for its educational success. The aim of this paper is to explicate system-wide school leadership factors that contribute to Singapore's educational success. Design/methodology/approach: The paper includes critical discussion, review of literature and conceptualization. Findings: It is argued that three unique features of Singapore school leadership, namely - logistics of a small tightly-coupled school system, human resource policies that reinforce alignment, and a distinctive "leader-teacher compact" reflecting the predominant Chinese culture - account for the extraordinary level of tight coupling and alignment of leadership across the school system. In turn, these unique features bring synergies of sustainability, scalability, succession, and high performance across the entire Singapore school system. Research limitations/implications: Unique features of Singapore school leadership must be examined in conjunction with pedagogical initiatives and socio-cultural factors for a more complete and nuanced understanding of educational success in Singapore. Practical implications: Tightly coupled mechanisms of leadership underlie the success of Singapore education. Government needs to consider whether such tightly- coupled leadership will continue to serve it well in future, given the demand for twenty-first century knowledge based skills. Social implications: The influence of socio-cultural factors (e.g. leader-teacher compact) on educational success merits inclusion in any explanation. Originality/value: This paper addresses an important gap in the literature by promulgating crucial features of school leadership that contribute to Singapore's educational success. © Emerald Group Publishing Limited.
Persistent Identifierhttp://hdl.handle.net/10722/192228
ISSN
2015 SCImago Journal Rankings: 0.848

 

DC FieldValueLanguage
dc.contributor.authorDimmock, Cen_US
dc.contributor.authorTan, CYen_US
dc.date.accessioned2013-10-23T09:29:00Z-
dc.date.available2013-10-23T09:29:00Z-
dc.date.issued2013en_US
dc.identifier.citationJournal of Educational Administration, 2013, v. 51 n. 3, p. 320-340en_US
dc.identifier.issn0957-8234en_US
dc.identifier.urihttp://hdl.handle.net/10722/192228-
dc.description.abstractPurpose: While Singapore's outstanding educational achievements are well known worldwide, there is a disproportionate paucity of literature on school leadership practices that contribute to and support pedagogical initiatives that - along with socio-cultural factors - are normally considered responsible for its educational success. The aim of this paper is to explicate system-wide school leadership factors that contribute to Singapore's educational success. Design/methodology/approach: The paper includes critical discussion, review of literature and conceptualization. Findings: It is argued that three unique features of Singapore school leadership, namely - logistics of a small tightly-coupled school system, human resource policies that reinforce alignment, and a distinctive "leader-teacher compact" reflecting the predominant Chinese culture - account for the extraordinary level of tight coupling and alignment of leadership across the school system. In turn, these unique features bring synergies of sustainability, scalability, succession, and high performance across the entire Singapore school system. Research limitations/implications: Unique features of Singapore school leadership must be examined in conjunction with pedagogical initiatives and socio-cultural factors for a more complete and nuanced understanding of educational success in Singapore. Practical implications: Tightly coupled mechanisms of leadership underlie the success of Singapore education. Government needs to consider whether such tightly- coupled leadership will continue to serve it well in future, given the demand for twenty-first century knowledge based skills. Social implications: The influence of socio-cultural factors (e.g. leader-teacher compact) on educational success merits inclusion in any explanation. Originality/value: This paper addresses an important gap in the literature by promulgating crucial features of school leadership that contribute to Singapore's educational success. © Emerald Group Publishing Limited.-
dc.languageengen_US
dc.publisherEmerald Group Publishing Limited. The Journal's web site is located at http://www.emeraldinsight.com/jea.htm-
dc.relation.ispartofJournal of Educational Administrationen_US
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.titleEducational leadership in Singapore: Tight coupling, sustainability, scalability, and successionen_US
dc.typeArticleen_US
dc.description.naturepostprint-
dc.identifier.doi10.1108/09578231311311492en_US
dc.identifier.scopuseid_2-s2.0-84878215345en_US
dc.identifier.hkuros230372-
dc.identifier.volume51en_US
dc.identifier.issue3en_US
dc.identifier.spage320en_US
dc.identifier.epage340en_US

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