Abstract
The purpose of this study was to identify strategic thinking skills that distinguish effective school leaders in Hong Kong. Three constructs framed the study: strategic thinking skills, organizational-personal characteristics, and school leader effectiveness. This study used a quantitative non-experimental design, and univariate and correlation techniques to identify the relationships between the variables examined. Five hundred and forty-three (543) school leaders participated in the study. The factor structure of the strategic thinking questionnaire (STQ) in the Chinese context was validated. The results confirmed that a link between use of strategic thinking skills and leader effectiveness exists. The strategic thinking skills profile of Hong Kong school leaders is formed around systems thinking; it is the strongest predictor of leader effectiveness. This thinking profile changes depending on role assignment, school type, and environmental complexity. Principals use systems thinking and reframing in tandem. Vice-principals use reframing more often than the other skills. Senior masters use strategic thinking skills significantly less often than principals and vice-principals.
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