ABSTRACT
Over the past decade, Hong Kong principals have been called upon to implement numerous far-reaching reforms. These reforms aimed to change school management and governance (e.g., External School Review [ESR] and School Self-Evaluation [SSE], school-based management [SBM]); teaching quality (e.g., language proficiency benchmarks for teachers, mandatory staff development); teaching practices (e.g., medium of instruction [MOI], inclusive education); and curriculum and student outcomes (e.g., IT in education, lifelong education, New Senior Secondary [NSS] education and higher education) (for details of these policies and their documents, see Cheng, 2009).
