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Teachers Perception On Teacher Empowerment In Hong Kong Aided Secondary Schools
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Book Synopsis Teachers' Perception on Teacher Empowerment in Hong Kong Aided Secondary Schools by : Wing-Por Robert Chan
Download or read book Teachers' Perception on Teacher Empowerment in Hong Kong Aided Secondary Schools written by Wing-Por Robert Chan and published by Open Dissertation Press. This book was released on 2017-01-27 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "Teachers' Perception on Teacher Empowerment in Hong Kong Aided Secondary Schools" by Wing-por, Robert, Chan, 陳穎波, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. DOI: 10.5353/th_b3196002 Subjects: Employee empowerment - China - Hong Kong Teacher participation in administration - China - Hong Kong Teacher participation in administration Employee empowerment Social surveys - Teacher participation in administration
Book Synopsis Teachers' Perception on Teacher Empowerment in Hong Kong Aided Secondary Schools by : Wing-por Chan (Robert)
Download or read book Teachers' Perception on Teacher Empowerment in Hong Kong Aided Secondary Schools written by Wing-por Chan (Robert) and published by . This book was released on 1998 with total page 154 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Teacher Empowerment as Perceived by Teachers in Hong Kong by : Eric Wan
Download or read book Teacher Empowerment as Perceived by Teachers in Hong Kong written by Eric Wan and published by . This book was released on 2005 with total page 25 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Hong Kong Government first introduced school-based management (ABM) to the education profession in 1991, but little attention has been paid on the role of teachers in school reforms. Under SBM, teachers are key players in determining school policies and practices. It is believed that teachers' dedication and performance are the most important factors in determining the quality of school education. This research paper represents an exploratory investigation of school teachers' perceptions of teacher empowerment in the context of Hong Kong. The research questions that guided this study were: (1) how do the teachers perceive and understand the relationship between teacher empowerment and SBM, and (2) how do the teachers perceive the essential conditions necessary for teacher empowerment? A questionnaire survey was adopted to collect the required data. The teachers' perceptions were assessed through a written survey consisting of 37 statements of which 14 statements concerning SBM, the empowerment of teachers, and the relationships between SBM and empowerment. The other 23 statements were set to tape the respondents' opinion on their work and working environment with the hope that this would reveal their attitudes towards the essential conditions for empowerment. From the research findings, it is evident that the teacher respondents only had a rather superficial knowledge of SBM and the relationship between SBM and teacher empowerment. Moreover, they only had a weak understanding of teachers' role under SBM and rather resisted to accept the new roles as discussed in the SBM literature. However, it is quite encouraging that certain favorable conditions for empowerment at the teacher level did exist as reflected by the respondents' opinions towards their work and working environment. The following are appended: (1) Survey Statements; and (2) The Contents of Teacher Empowerment as Written on the Education an Manpower Bureau's Website. (Contains 9 tables.).
Book Synopsis Teachers' and Head-teachers' Perceptions of Annual School Planning in Aided Secondary Schools in Hong Kong by : Brian Yau Hon Kee
Download or read book Teachers' and Head-teachers' Perceptions of Annual School Planning in Aided Secondary Schools in Hong Kong written by Brian Yau Hon Kee and published by . This book was released on 2002 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Teachers' In-Service Training Needs in a Sample of Aided Secondary Schools in Hong Kong by : Lai-Fong Flora Kan
Download or read book Teachers' In-Service Training Needs in a Sample of Aided Secondary Schools in Hong Kong written by Lai-Fong Flora Kan and published by Open Dissertation Press. This book was released on 2017-01-27 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "Teachers' In-service Training Needs in a Sample of Aided Secondary Schools in Hong Kong: the Implication for School Administration" by Lai-fong, Flora, Kan, 簡麗芳, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. DOI: 10.5353/th_b3862724 Subjects: High school teachers - In-service training - China - Hong Kong High school principals - China - Hong Kong - Attitudes High school teachers - China - Hong Kong - Attitudes Secondary school teachers - In-service training Social surveys - Secondary school teachers Secondary school teachers - Attitudes Secondary school principals - Attitudes
Book Synopsis The Role of Hong Kong Aided Secondary Schools' Vice-Principals by : Chi-Kuen Simon So
Download or read book The Role of Hong Kong Aided Secondary Schools' Vice-Principals written by Chi-Kuen Simon So and published by . This book was released on 2017-01-26 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Hong Kong Teachers' Perceptions of Continuing Professional Development Policies and Activities by : Chun-Cheong Wong
Download or read book Hong Kong Teachers' Perceptions of Continuing Professional Development Policies and Activities written by Chun-Cheong Wong and published by . This book was released on 2017-01-26 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "Hong Kong Teachers' Perceptions of Continuing Professional Development Policies and Activities" by Chun-cheong, Wong, 黃振昌, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: Abstract of thesis entitled Hong Kong teachers' perceptions of continuing professional development policies and activities submitted by Wong Chun Cheong for the degree of Master of Education at the University of Hong Kong August, 2005 Teachers are faced with increasing challenges in the inundated education reform. To meet those demands, they need to adopt a new culture of learning so as to satisfy the needs of professional development. In 2003, the "Advisory Committee on Teacher Education and Qualifications" has put forward a policy document named "Towards a Learning Profession: The Teacher Competencies Framework and The Continuing Professional Development of Teachers," which claims itself as a means to professionalize the teaching force. However, Hong Kong teachers' voice was consistently suppressed during the policy-making process. This study aims at revealing teachers' perception of the ideal scenario of continuing professional development, as well as how they look at effectiveness of this policy document. A qualitative approach is adopted to describe and explain teachers' perceptions, which involves inductive analysis by interpreting and making sense of data. The findings are based on questionnaires with 50 teachers, and 5 in-depth semi-structured interviews in a subsidized secondary school in Hong Kong. Findings reveal that teachers prefer participative and interactive modes of professional development activities involving a whole range of content areas, but resist bureaucratic-managerial approach in policy-making of their continuing iprofessional development. Moreover, they are frustrated by the current situation of continuing professional development which is characterized by "provider and policy-led," "competence-based" and "deficit" approach. Furthermore, they do not consider the policy document put forward in 2003 by the "Advisory Committee on Teacher Education and Qualifications" to be an effective means of enhancing their own professional development because it is not relevant directly to their needs. Without teachers' recognition on the rationale and methods in the implementation of the policy, it does not have any chance of success. It is suggested that the government should consider carefully the genuine needs of schools and practitioners and more teachers should get involved in the formulation of educational policies. By uniting the discordant efforts made by the various stakeholders in teachers' professional development, it is possible to balance their conflicting interests and fulfill their diverse needs. ii DOI: 10.5353/th_b3554448 Subjects: Teacher effectiveness - China - Hong Kong High school teachers - China - Hong Kong - Attitudes
Book Synopsis Role Conflict, Role Ambiguity, and Work Design by : Kwan-Yu Wong
Download or read book Role Conflict, Role Ambiguity, and Work Design written by Kwan-Yu Wong and published by . This book was released on 2017-01-26 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "Role Conflict, Role Ambiguity, and Work Design: Perceptions of Heads of Departments in Hong Kong Aided Secondary Schools" by Kwan-yu, Wong, 黃均瑜, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. DOI: 10.5353/th_b3195619 Subjects: Departmental chairmen (High schools) - China - Hong Kong High school teachers - China - Hong Kong Teacher participation in administration Social surveys - Teacher participation in administration Secondary school teachers
Book Synopsis Teachers' Perceptions of Project Learning in a Secondary School in Hong Kong by : Wing-Yin Han
Download or read book Teachers' Perceptions of Project Learning in a Secondary School in Hong Kong written by Wing-Yin Han and published by Open Dissertation Press. This book was released on 2017-01-27 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "Teachers' Perceptions of Project Learning in a Secondary School in Hong Kong" by Wing-yin, Han, 韓詠研, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: Abstract This study focuses on exploring teachers' perceptions of project learning in a secondary school in Hong Kong. It attempts to unveil how teachers perceive the meaning of project learning and how do they perceive and perform their roles as teacher mentors of the project learning programme in the sample school. In addition, this study aims at identifying the critical factors in affecting the implementation of project learning and investigating the unique patterns on how these factors are interrelated with each other in the sample school. This study has adopted a qualitative case study approach to explore an in-depth and comprehensive picture on how teachers perceive project learning from an insider perspective. According to the research design, preliminary data were collected through questionnaires to obtain an extensive and holistic view for the basis of the subsequent in-depth interviews. The interviews, participant observations and review of documents thus provided essential and rich information for this qualitative study. To ensure the trustworthiness of data, triangulation, researcher's self-reflexivity and the ethical issues were also taken into account when conducting the research. The findings of this study revealed the authentic perceptions of the teachers in relation to project learning in the sample school. The teachers generally held positive views towards project learning. However, a consensual understanding on the rationale and meaning of project learning was absent. Instead, fragmented understanding and diverging opinions did exist among teachers themselves. For the roles they perceived and performed, most of them understood their new roles iiibut they could not get rid of their traditional practices as they were over-dominated and over-emphasized on the product of project learning. In other words, there existed a gap between what the teachers perceived and how they performed. The study identified six critical factors in affecting the implementation of project learning from two different perspectives. In view of the characteristics of the programme, the need for implementation, the programme design and coordination were the crux for an effective implementation. From the perspective of school attributes, teachers' understanding and attitudes, teachers' training, students' abilities and attitudes as well as school culture were crucial in determining the level of achievement of the intended goals in the implementation. This study also illustrated how these factors were interrelated and interacted with each other from a holistic point of view. In conclusion, the implications and recommendations of this study were drawn to offer new insights to enrich the existing literature on project learning. On the whole, this study provides an authentic, in-depth and comprehensive understanding on teachers' perceptions of project learning which provides some useful references for those who are interested to have further studies in this area. iv DOI: 10.5353/th_b3763763 Subjects: Project method in teaching - China - Hong Kong - Case studies High school teachers - China - Hong Kong - Attitudes
Book Synopsis Beginning Teachers' Opinions of Induction Practices in Hong Kong Aided Schools by : Oi-Yiu Eleanor Fok
Download or read book Beginning Teachers' Opinions of Induction Practices in Hong Kong Aided Schools written by Oi-Yiu Eleanor Fok and published by . This book was released on 2017-01-26 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "Beginning Teachers' Opinions of Induction Practices in Hong Kong Aided Schools: Implications for School Management" by Oi-yiu, Eleanor, Fok, 霍藹姚, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. DOI: 10.5353/th_b3195565 Subjects: Teacher orientation - China - Hong Kong First year teachers - China - Hong Kong - Attitudes Teachers - In-service training - China - Hong Kong Teacher orientation First year teachers - Attitudes
Book Synopsis Teacher Satisfaction in Hong Kong Aided Secondary Schools by : Po-Kuen Ip
Download or read book Teacher Satisfaction in Hong Kong Aided Secondary Schools written by Po-Kuen Ip and published by . This book was released on 2017-01-26 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "Teacher Satisfaction in Hong Kong Aided Secondary Schools: Job Content and Job Context Factors" by Po-kuen, Ip, 葉寶權, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. DOI: 10.5353/th_b3195514 Subjects: High school teachers - China - Hong Kong Teachers - Job satisfaction Secondary school teachers Teachers - Job satisfaction Social surveys
Book Synopsis The Role of Hong Kong Aided Secondary Schools' Vice-principals by : Chi-kuen So (Simon)
Download or read book The Role of Hong Kong Aided Secondary Schools' Vice-principals written by Chi-kuen So (Simon) and published by . This book was released on 2000 with total page 384 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Perceptions of Students and Teachers on the Teaching of Virtues in a Hong Kong Secondary School by : Yuen-Ling Peggy Lo
Download or read book The Perceptions of Students and Teachers on the Teaching of Virtues in a Hong Kong Secondary School written by Yuen-Ling Peggy Lo and published by . This book was released on 2017-01-26 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis PROJECT-BASED LEARNING IN A HO by : Shun-Yee Ko
Download or read book PROJECT-BASED LEARNING IN A HO written by Shun-Yee Ko and published by Open Dissertation Press. This book was released on 2017-01-27 with total page 142 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "Project-based Learning in a Hong Kong Secondary School: Perceptions of Teachers and Students" by Shun-yee, Ko, 高純意, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: Abstract The aim of this study is to explore both the teachers' and students' perceptions of project-based learning in S1 in a local secondary school. The researcher is interested in studying how teachers and students perceive project-based learning. Through their perceptions, the researcher attempts to unveil the problems arising at various levels in the course of implementation. The researcher is also interested to know the preference of both the teachers and students for an interdisciplinary project or discipline-based projects. This enables the researcher to further investigate the teachers' attitude towards curriculum integration in the social subjects in junior secondary curriculum. The research employed purely qualitative research methods. Both the teachers teaching S1 social subjects and all S1 students are key informants in the study. Data were collected through semi-structured interviews with the teachers and a questionnaire survey with all S1 students. Documentary analysis of student projects was also used for supplementary purpose. The researcher, who is also a teaching staff of the school, was responsible for collecting and analysing the data. The findings reveal that more than half of the teachers held a positive attitude towards project-based learning. However, almost half of the students found it iiidifficult and boring but meaningful. Through analysis, quite a number of problems identified at the school, teacher and student levels that affected its effective implementation. The findings provide insights to the school administrators to review the programme for improvement and further development. Concerning the issue of curriculum integration, most teachers expressed a negative stance towards it. They found that the present interdisciplinary project implemented in S1 was appropriate but did not consider it as the first step towards an integrated curriculum of the social subjects. More than half of the teachers and students alike preferred an interdisciplinary project to discipline-based projects for its merits or simply for their own sake. Further research in this area is recommended. It is envisaged that the findings will give insights to other researchers and school administrators to reconsider the practicability of project-based learning and the feasibility of curriculum integration of the social subjects in their own settings. iv DOI: 10.5353/th_b3014377 Subjects: Project method in teaching - China - Hong Kong Interdisciplinary approach in education - China - Hong Kong Junior high school students - hina - Hong Kong - Attitudes
Book Synopsis Teacher Participation and Empowerment by : Wai-Kwok Wong
Download or read book Teacher Participation and Empowerment written by Wai-Kwok Wong and published by Open Dissertation Press. This book was released on 2017-01-27 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "Teacher Participation and Empowerment: the Cases of Hong Kong and Taiwan" by Wai-kwok, Wong, 黃偉國, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: Abstract of thesis entitled Teacher Participation and Empowerment: The Cases of Hong Kong and Taiwan Submitted by Wong Wai Kwok for the degree of Doctor of Philosophy at The University of Hong Kong in April 2007 This thesis aims to study the dynamic relationships between teachers and politics. Adopting the cases of Taiwan and Hong Kong, it is a comprehensive and critical study of the factors, development and consequences of teacher participation in shaping politics since the 1980s. Employing the concept of empowerment, this thesis develops an analytical framework with three independent variables, including (1) political culture, (2) union solidarity, and (3) government perception, shaping an intervening variable in personal, collective and institutional modes, and then a dependent variable, namely teacher empowerment. Teacher empowerment has three dimensions: (1) personal empowerment (process to defend their professional and political status), (2) organizational empowerment (process to articulate their interests through unions), and (3) political empowerment (the ability to influence government and other non-educational policies). Although Hong Kong and Taiwan have experienced varying levels of democratization beginning in the 1980s, a divergence can be found in relation to: (1) the nature of empowerment, (2) teacher participation, (3) union solidarity, and (4) government perception. In Hong Kong's context, the procurement of teachers' material needs and the protection of their professional autonomy are of major concerns. In Taiwan, however, teachers aimed to alter the authoritarian approach upheld by the Kuomintang (KMT). Regarding teacher participation, educational elites co-opted into the advisory committees in Hong Kong usually utilize institutional channels to portray as a teacher representative and defend the bureaucratic views on educational issues. Despite the occasional adoption of collective actions to express their grievances, most of the teachers lack the drive to press the authorities in order to alter the official domination and hegemony. Despite the foundation of the Hong Kong Professional Teachers' Union (PTU), it has achieved limitedly to alter the authoritarian governance and defend professionalism. Unlike in Hong Kong, the flourishing of teacher movement in Taiwan challenged severely the official domination. They joined, agreed to form teacher associations at school and local levels, and ultimately established the national teacher association (NTA). The two governments adapted two different stances in response to teacher participation and empowerment. The colonial and SAR governments co-opt educationalist elites in order to legitimatize the authoritarian governance and undermine political influence of teachers. The Nationalist government, nevertheless, gradually responds to activists' demands by liberalizing teachers, democratizing school settings and recognizing teacher associations through legislation. The cases of Taiwan and Hong Kong demonstrate that variation in the development of teacher participation helps to explain the accomplishments or limitations of teacher empowerment. The relative flourishing of teacher empowerment in Taiwan can be explained by the (1) political liberalization of KMT's governance, (2) political alliance between teachers and other socio-educational groups, (3) growth and development of teachers' a
Book Synopsis PERCEPTIONS OF A GOOD TEACHER by : Wai-Chi Regine Lai
Download or read book PERCEPTIONS OF A GOOD TEACHER written by Wai-Chi Regine Lai and published by Open Dissertation Press. This book was released on 2017-01-26 with total page 86 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "Perceptions of "a Good Teacher" by Teachers and Students in Hong Kong: Their Cultural Implications" by Wai-chi, Regine, Lai, 黎慧芝, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. DOI: 10.5353/th_b3196169 Subjects: High school teachers - Rating of High school teachers - China - Hong Kong - Attitudes High school students - China - Hong Kong - Attitudes
Book Synopsis Teacher's Perceptions on Extra-Curricular Activities in Hong Kong Secondary Schools by : HON-HUNG JOHN. LAI
Download or read book Teacher's Perceptions on Extra-Curricular Activities in Hong Kong Secondary Schools written by HON-HUNG JOHN. LAI and published by . This book was released on 2017-01-26 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
