Academic Profile : Faculty

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Assoc Prof Hairon Salleh
Associate Dean, Graduate Education by Coursework, Office of Graduate Studies and Professional Learning
Associate Professor, National Institute of Education - Policy, Curriculum and Leadership
Controlled Keywords
Associate Professor Hairon Salleh received his Doctor of Philosophy in Education from the University of Bath, and Masters of Arts in School Effectiveness and School Improvement from the University of London, Institute of Education. He teaches in undergraduate, postgraduate and in-service courses relating to teacher and leadership education and preparation. Prior to his academic career, he has taught in both primary and secondary schools in Singapore. His research interests and publications center on school leadership and collective teacher learning comprising areas such as distributed leadership, teacher leadership, professional learning communities, teacher professional development and action research. In terms of partnership with industry, he has provided consultancy locally and abroad. He actively works with school practitioners on leadership and teacher learning matters.

Selected Publications:
• Hairon, S., & Goh, J.W.P. (Eds.). (2019). Perspectives on School Leadership in Asia Pacific Contexts. Cham: Springer.
• Hairon, S., & Goh, J.W.P. (2015). Pursuing the elusive construct of distributed leadership: Is the search over?. Educational Management, Administration and Leadership, 43(5), 693-718.
• Hairon, S., Goh, J.W.P., & Chua, C.S.K. (2015).Teacher leadership enactment in PLC contexts: Towards a better understanding of the phenomenon. School Leadership and Management, 35(2), 163-182.
• Huffman, J., Olivier, D., Wang, T., Chen, P., Hairon, S., & Pang, N. (2015). Global conceptualization of the professional learning community process: Transitioning from country perspectives to international commonalities. International Journal of Leadership in Education, 19(3), 327-351.
• Hairon, S., Goh, J.W.P., & Lin, T.B. (2014). Distributed leadership to support PLCs in Asian pragmatic Singapore schools. International Journal of Leadership in Education, 17(3), 370-386.
• Hairon, S., & Dimmock, C. (2012). Singapore schools and professional learning communities: teacher professional development and school leadership in an Asian hierarchical system. Educational Review. 64(4), 405-424.

Research Grants:
• Principal Investigator
The Impact of Community-Based Teacher Learning on Student Learning Outcomes
OER 14/12 HS $197,844, 1 Jul 2012 to 31 Dec 2014
• Principal Investigator
Leadership for Collective Learning: An Effective Distributed Perspective
OER 24/14 HS $249.604, 1 Mar 2012 to 31 Jul 2017
• Principal Investigator
Effectiveness of Teacher Leaders in Singapore Schools: Context, Construct and Causality
OER 24/17 HS $245.520, 1 Mar 2018 to 31 Aug 2021
• Co-Principal Investigator
An Investigation of the Impact of Leadership Practices on Student Learning and Development Outcomes in Singapore Schools
OER 23/14 JG $232,068, 1 Feb 2015 to 31 Mar 2017
• Co-Principal Investigator
Investigating Leadership and Policy Implementation for School Improvement
OER 25/14 CSK $98,859, 1 Mar 2015 to 31 May 2016
• Co-Principal Investigator
Through the Lens of the School: School-based Curriculum Innovation (SCI)
OER $241,109, Nov 2011 to Apr 2015
• Co-Principal Investigator
Leadership and Organisational Change in Singapore Schools: A Baseline Study
OER $950,000, Sep 2010 to Feb 2014

School Leadership, Professional Learning Communities, Collective Teacher Learning, Teacher Professional Learning, Action Research
  • Review of Teacher Inquiry within the Asia-Pacific Context
  • Teacher Motivations in Pursuing Micro-credentials as Professional Development
  • Effectiveness of Teacher Leaders in Singapore Schools: Conte xt, Construct and Causality