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When Social Hierarchy Meets Hierarchical School Culture: Implications for Chinese Hong Kong School Leaders

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Title: When Social Hierarchy Meets Hierarchical School Culture: Implications for Chinese Hong Kong School Leaders
Language: English
Authors: Daphnee Hui Lin Lee (ORCID 0000-0003-1925-1937)
Source: Educational Management Administration & Leadership. 2025 53(1):158-181.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 24
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Secondary Education
Descriptors: Power Structure, School Culture, Foreign Countries, Administrators, Cooperation, Influences, Risk, Native Language, Socioeconomic Status, Teacher Characteristics, Cultural Influences, Values, Elementary School Teachers, Secondary School Teachers, Institutional Characteristics, Academic Achievement
Geographic Terms: Hong Kong
DOI: 10.1177/17411432231158299
ISSN: 1741-1432
1741-1440
Abstract: This article provides school leaders with insights into within and beyond-school influences on school collaborative culture. The study examines how social demographics, and school culture prevalent in different school bandings, influence school capacities (principal leadership; shared and supportive leadership; shared values and vision; and collaborative learning). A structural equation model is constructed from 10 Hong Kong schools' survey data to trace the path influences of the study variables. The results show that hierarchical cultures tend to prevail in lower banding schools, affecting school collaborative culture negatively. In contrast, rule-seeking cultures have a positive influence on individuals with humbler childhood family upbringing. Likewise at the individual level, unlike most risk-takers found to negatively influence school collaborative culture, English childhood home language speakers' risk-taking values do not have a significant influence on such school capacities. Nevertheless, rule-seeking and risk-taking teachers are as likely to be recruited in schools regardless of school banding. The results have global significance on how broader social hierarchy embeds in leadership relations differentiated by school banding, with an impact on school collaborative culture. School leaders may consider leveraging leadership relations and professional development to promote school cultures that enhance collaboration at different levels of the organizational hierarchy.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1456386
Database: ERIC
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  Data: When Social Hierarchy Meets Hierarchical School Culture: Implications for Chinese Hong Kong School Leaders
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  Data: <searchLink fieldCode="AR" term="%22Daphnee+Hui+Lin+Lee%22">Daphnee Hui Lin Lee</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1925-1937">0000-0003-1925-1937</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Educational+Management+Administration+%26+Leadership%22"><i>Educational Management Administration & Leadership</i></searchLink>. 2025 53(1):158-181.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Power+Structure%22">Power Structure</searchLink><br /><searchLink fieldCode="DE" term="%22School+Culture%22">School Culture</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Administrators%22">Administrators</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperation%22">Cooperation</searchLink><br /><searchLink fieldCode="DE" term="%22Influences%22">Influences</searchLink><br /><searchLink fieldCode="DE" term="%22Risk%22">Risk</searchLink><br /><searchLink fieldCode="DE" term="%22Native+Language%22">Native Language</searchLink><br /><searchLink fieldCode="DE" term="%22Socioeconomic+Status%22">Socioeconomic Status</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Characteristics%22">Teacher Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Influences%22">Cultural Influences</searchLink><br /><searchLink fieldCode="DE" term="%22Values%22">Values</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Teachers%22">Secondary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Institutional+Characteristics%22">Institutional Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Hong+Kong%22">Hong Kong</searchLink>
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  Data: 10.1177/17411432231158299
– Name: ISSN
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  Data: 1741-1432<br />1741-1440
– Name: Abstract
  Label: Abstract
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  Data: This article provides school leaders with insights into within and beyond-school influences on school collaborative culture. The study examines how social demographics, and school culture prevalent in different school bandings, influence school capacities (principal leadership; shared and supportive leadership; shared values and vision; and collaborative learning). A structural equation model is constructed from 10 Hong Kong schools' survey data to trace the path influences of the study variables. The results show that hierarchical cultures tend to prevail in lower banding schools, affecting school collaborative culture negatively. In contrast, rule-seeking cultures have a positive influence on individuals with humbler childhood family upbringing. Likewise at the individual level, unlike most risk-takers found to negatively influence school collaborative culture, English childhood home language speakers' risk-taking values do not have a significant influence on such school capacities. Nevertheless, rule-seeking and risk-taking teachers are as likely to be recruited in schools regardless of school banding. The results have global significance on how broader social hierarchy embeds in leadership relations differentiated by school banding, with an impact on school collaborative culture. School leaders may consider leveraging leadership relations and professional development to promote school cultures that enhance collaboration at different levels of the organizational hierarchy.
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  Data: 2025
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Teacher Characteristics
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