Abstract

An overview on the different conceptualizations and assessment of teacher efficacy was provided, leading to the discussion on the need to develop assessment instruments of greater comprehensiveness and increasing specificity to accommodate the complexity of teacher functioning in times of education reforms. While it is somewhat controversial whether positive self-efficacy beliefs or doubts lead to desirable student outcomes and teacher performance, and whether teacher effectiveness rather than teacher self-efficacy should be considered causally prior to valued outcomes and should be more directly studied, the support for the importance of implications of teacher self-efficacy for teacher education was compelling. The need for further research on teacher self-efficacy in Hong Kong is discussed.

Keywords: teacher education; teacher self-efficacy; education reform

Abstract

Technology Education is one of the eight Key Learning Areas for all Hong Kong students to study. In defining this necessary curriculum component, Hong Kong's Curriculum Development Council stressed that "technology" is more than computers and information technology. Despite this rhetoric, the reality is that many secondary schools do not offer subjects such as Design & Technology that are able to go beyond the narrow focus of technology as being computers. Interpretations and decisions made by schools about technology may in fact, parallel the public's opinion, suggesting a mismatch with desired goals. To explore this potential discrepancy, a poll of over 750 adults was conducted to determine what they think about technology and how it should be included in schools. The results indicated very strong support for the government's wide definition of technology education and the need for it to be included in schools. However, support was not as enthusiastic about technology education being included as a required separate subject. Comparisons made with the results of a previous U.S. study showed significant differences for many of the items.

Keywords: technology education; attitudes; Hong Kong

Abstract

Peer mediation is a school-based intervention program that aims to teach adolescents to manage their conflicts and resolve their differences in a positive and constructive way. In this paper it was demonstrated how a theoretical framework was used in explaining the process of peer mediation using tenets from the Social Identity Theory. Specifically, it examines the role of the mediator in a peer mediation setting, looking at the type of mediator students from the Normal Stream (less academically inclined classes) prefer, during a peer mediation session. Three vignettes were used in this study and students were randomly assigned the vignette type (see Appendix). From the participants' responses to the questions at the end of the vignette, the participants' level of identification for the mediator and their perceived outcome of the mediation session were obtained. Results revealed that the less academically inclined students had a significantly stronger preference for the prefect mediator than for the mediator who is an ex-gangster. No gender effects were found. Implications of the findings for schools are discussed.

Keywords: peer mediation; social identity theory; academically weaker students

Abstract

This study investigates the relationship between teaching attitudes, emotional intelligence and creativity in a group of school teachers in Singapore. It was predicted that liberal-democratic teachers were more creative and emotionally intelligent compared to conservative-autocratic teachers. A total of 204 trainee and primary school teachers were asked to complete a survey which contained the following scales: Teachers' Attitudes Towards Students (TATS) to measure the two teaching attitudes; Trait Meta-Mood Scale (TMMS) to measure emotional intelligence; and What Kind Of Person Are You (WKOPAY) to measure creativity. Liberal-democratic attitude was positively correlated with emotional intelligence: r = .15, p < .05; whereas conservative-autocratic attitude was negatively correlated with emotional intelligence: r = –.14, p < .05. In a similar vein, liberal-democratic attitude was positively correlated with creativity: r = .16, p < .05; whereas conservative-autocratic attitude was negatively correlated with creativity: r = –.24, p < .001.

Keywords: teaching attitude; emotional intelligence; creativity

Abstract

This study examined six aspects of work-family conflict that is time-based, strain-based, and behavior-based of work-influence-family and family-influence-work conflict on 112 full time lecturers/teachers teaching in eight private educational institutions in Kuching. The data was collected using questionnaires. Independent t tests and one-way analysis of ANOVA were used to test for significant differences in the levels of work-family conflict experienced by the lecturers/teachers based on their socio-demographic characteristics. The relationship of social support and work-family conflict was tested using Pearson Correlation Coefficient. Findings showed that the lecturers/teachers experienced moderate levels of work-family conflict. Significant differences on levels of work-family conflict were detected based on independent variables of age group, flexibility of work schedule and working spouse. Administrators' support was negatively related to work-family conflict, but the strength of the relationship was weak. Multiple regression analysis showed that work-family conflict experienced by the lecturers/teachers was most affected by flexibility of work schedule and administrators' support. It is recommended that individuals should seek out administrators' support and find ways to cope with work-family conflict. The administrators should play their roles in creating a family-friendly culture and organization should tailor appropriate interventions to address work-family conflict.

Keywords: work-family conflict; social support; private educational institution

摘要

本研究的目標是比較傳統新聞媒介、互聯網新聞及學生背景因素對學生公共事務知識的影響。本研究向兩所中學的中六、中七學生派發問卷，共收集有效問卷285份。研究結果顯示，學生學業成績是有力的變項，而且影響學生在接觸電視新聞、互聯網新聞時對公共事務知識的解釋能力。研究亦發現電視新聞和互聯網新聞是預測公共事務知識顯著的變項，但是互聯網新聞對公共事務知識帶來負面影響，可能是基於個人議題（personal agenda）與公眾議題（public agenda）的差異。

關鍵詞：傳播媒介；互聯網；公共事務知識

Abstract

The purposes of this study are: (1) to compare impacts of traditional media and the Internet on students' public affairs knowledge; (2) to explore how parents' socio-economic status, students' academic results and public affairs interest influence the impacts of traditional media and the Internet on public affairs knowledge. The questionnaires were distributed to Form 6 and 7 students in two secondary schools. A total of 285 questionnaires were returned. The results of the study found that student's academic achievement was the most powerful predictor of public affairs knowledge and the impacts of TV news and Internet news exposure on public affairs knowledge were influenced by it. The findings also showed that TV news was the most significant predictor among the three media. Though it had significant impact on student's public affairs knowledge, the Internet news was found to have negative impact on their public affairs knowledge level. This may due to the differences between personal agenda and public agenda. The policy implications of the results were also discussed.

摘要

2001年6月，香港課程發展議會發表《學會學習：課程發展新路向》，提出了翻天覆地的課程大革新，包括課程總目標、具體項目、評估制度、教學方法、學校文化等。然而課程改革必須能在教室實踐，也須著重教師在實施時的重要角色；是以在制訂和實施過程中應充分諮詢各方，尤其是教師的意見。本文嘗試深入描述和分析香港課程的諮詢組織，全文分作三部分，先簡述香港課程發展的諮詢組織，再闡述其發展特色，最後以評議作結。

關鍵詞：香港；課程；諮詢組織

Abstract

In June 2001 the Hong Kong Curriculum Development Council issued Learning to Learn: The Way Forward in Curriculum Development, which proposed numerous items for reform. These items included overall aims of school curriculum, specific measures, assessment for learning, teaching strategies, school culture, etc., which could be regarded as a curriculum reform with tremendous changes. However, curriculum is a practical issue with teachers performing a crucial role in its implementation. In the processes of curriculum decision and implementation, to consult various parties, especially teachers, is important to the success of the reforms. This article is divided into three parts to illustrate that there is still room for improvement in this respect. First is to briefly describe the advisory committees in Hong Kong curriculum development. Second is to discuss the characteristics of curriculum development in Hong Kong. Finally, a critical analysis is made. The author stresses that the ways for improving the effectiveness of curriculum advisory bodies are yet to be confirmed; more studies need to be done on this issue.