| As an exploratory study, the influences from the Pre-primary School Voucher policy, market needs and educational philosophy upon the forms of leadership of the kindergartens are analyzed. It is the context for investigating the implementation of Distributed Leadership among kindergartens in Hong Kong. Having synthesized the relevant theoretical concepts, including Harris and et al. (2007), Bennett, Wise, Woods & Harvey (2003) and Copland (2003), key characteristics of Distributed Leadership have been identified which would serve as the foundation for evaluating the case kindergartens in this study. The developmental progress of Distributed Leadership within the kindergartens have been assessed according to the framework constructed by MacBeath (2009). The relationship among leader, followers and context and its form will be examined through the theoretical model suggested by Spillane (2006).;Three kindergartens are sampled for qualitative analysis, it helps to find out the developmental process of Distributed Leadership in the local context. The findings reveal the scope of work which has been enlarged due to the present environmental conditions, it includes "establishing a school culture which recognizes self evaluation and self-perfection", "promoting school-based management", "developing children-centered curriculum", "engaging in market-driven school competition" and "upholding one's educational philosophy". School leaders are shouldering several main roles as "School administrator", "Team builder" and "Shaper of school culture and environment", it reflects that the traditional leading approach taken by sole leader is no longer applicable in today's kindergartens.;Four distinct developmental stages in Distributed Leadership at the sampled kindergartens have been identified through the lens of theoretical model constructed by MacBeath (2009), i.e. "Formal Distribution", "Pragmatic Distribution", "Strategic Distribution" and "Incremental Distribution". There is no evidence to support the existence of "Opportunistic Distribution" and "Cultural Distribution" in the sampled cases. The findings also imply the tendency of passive acceptance of leadership responsibility or appointment among teachers, it is different from the studies done by Spillane (2006) in schools overseas. The landscape of leadership power found in Hong Kong kindergartens is in form of "stable dispersion". Teachers are still influenced by Confucianism especially on the principles of "Zun Zun Qin Qin". They respect the senior and love one's relatives. They take a different perspective in viewing one's supervisor, scope of work and family responsibility from a western outlook. Its influence can be found in how they see "Lust for power", "Job title", "Mobility", "Relationship among classes", "Scope of leadership" and "Leading practice". The form and reason for its existence may vary, Distributed Leadership can be recognized in Hong Kong kindergartens. |
