| Having synthesized several leadership perspectives (Fullan 2001, Day et al. 2001, Gardner 2004), the model of "School leadership in the context of change" was constructed in three dimensions: "leadership cognitions", "leadership decisions" and "leadership strategies". This model takes into account the characteristics of successful leadership of schools in changing times.;The "patriotic schools" in Hong Kong are being analyzed. Several "critical incidents" of the schools are identified. They constitute four major contexts of change: (1) politics; (2) educational policy; (3) power and governance; and (4) value and aspiration. In response to external changes, the "patriotic schools" experienced internal changes in terms of three dimensions: (1) educational goals and values---"particularism" and "universalism"; (2) school administration---"moral education" and "academic education"; and (3) teaching staff---"alumni teachers" and "graduate teachers".;Two "patriotic schools" are sampled for qualitative analysis. The findings imply that school leaders have successfully dealt with external dilemmas by rebuilding shared vision among all stakeholders in the change process. Consequently, the "patriotic schools" joined Direct Subsidy Scheme and received public funding. It is recommended that school leaders have to solve internal dilemmas between "political aspiration" and "educational effectiveness" in order to pursue success in the future. |
