Assistant 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. He was the principal investigator for a funded research study investigating the impact of community-based teacher learning on student learning outcomes in Singapore. He was a co-principal investigator in a baseline research study on leadership and organisational change in Singapore schools, and is co-investigator in a funded research study investigating on school-based curriculum innovation in Singapore schools. He is currently the principal investigator of a study investigating the impact of distributed leadership and teacher leadership on collective teacher learning and teacher competencies. He specialises in both qualitative and quantitative research methodologies. 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.
Hairon, S., Goh, J.W.P., Chua, C.S.K., & Wang, W.L. (forthcoming). A research agenda for professional learning communities: Moving forward. Professional Development in Education.
Huffman, J., Olivier, D., Wang, T., Chen, P., Hairon, S., & Pang, N. (forthcoming). Global conceptualization of the professional learning community process: Transitioning from country perspectives to international commonalities. International Journal of Leadership in Education.
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. Online First. DOI:10.1080/13632434.2014.992776
Hairon, S., & Goh, J.W.P. (2014).Pursuing the elusive construct of distributed leadership: Is the search over? Educational Management Administration and Leadership, Online First. DOI: 10.1177/1741143214535745.
Hairon, S. & Tan, C. (2013). Novice teachers learning from others: Mentoring in Shanghai schools. Australian Journal of Teacher Education, 38(3), 152-165.
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.
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), 370-386Goh, J.W.P., Lee, O.K., & Hairon S. (2009). A comparison of self-ratings of teachers’ and their reporting officers’ teaching and leadership skills across Singapore and Bahrain. International Journal of Educational Research, 48(4), 258-273.
Hairon, S. (2006). Action research in Singapore education – constraints and sustainability. Educational Action Research, 14(4), 513-523.
The Impact of Community-Based Teacher Learning on Student Learning Outcomes
OER 14/12 HS $197,844, 1 Jul 2012 to 31 Dec 2014
Leadership for Collective Learning: An Effective Distributed Perspective
OER 24/14 HS $249.604, 1 Mar 2012 to 31 Jul 2017
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
Investigating Leadership and Policy Implementation for School Improvement
OER 25/14 CSK $98,859, 1 Mar 2015 to 31 May 2016
Through the Lens of the School: School-based Curriculum Innovation (SCI)
OER $241,109, Nov 2011 to Apr 2015
Leadership and Organisational Change in Singapore Schools: A Baseline Study
OER $950,000, Sep 2010 to Feb 2014