How Do Influence Tactics and Institutionalized Practices Interact With Contextual Characteristics to Sustain School Success?

• In Event: Leading Successful Schools in Context

Abstract

This study investigates how school leaders adapt influence tactics and institutionalized practices to meet the unique demands of school contexts. Data were collected through semi-structured interviews from two outstanding schools in Hong Kong: one village primary school serving a rural community with a diverse ethnic student composition and another secondary school excelling academically in a low socioeconomic district. Findings reveal that both principals frequently employ rational persuasion but use inspirational appeal, consultation, and pressure according to contextual needs. Contexts also subtly influence the prioritization of institutionalized practices. Ethnic diversity encourages distributed leadership and the integration of multicultural, inclusive pedagogies in life-wide learning, while the drive to sustain academic excellence favors ambidextrous leadership and talent-driven strategies to combat teacher attrition.

Authors

• James Ko, The Education University of Hong Kong

• Xiaoyue Wang, The Education University of Hong Kong

• Yanmin Zhao, The Education University of Hong Kong

• Haiyan Qian, Chinese University of Hong Kong

• Allan David Walker, The Education University of Hong Kong