This study was designed to explore the beliefs of teachers in the People's Republic in China regarding education policy, work conditions in the schools, teacher education, student discipline, curriculum, and the teaching profession. Subjects were 60 secondary teachers in the Beijing area, from both "keypoint" and "ordinary" schools. The teachers completed a 60-item questionnaire, designed to assess multiple educational belief dimensions. The results revealed that, as a group, teachers perceived themselves as having poor social status, inadequate pay, limiting work conditions, and a lack of opportunities for advancement. Teachers also reported a high degree of stress and health problems. There were distinct patterns of responses reflecting beliefs that students should be given more freedom to speak their minds and that students' ability to think is more important than memorizing facts. Teachers expressed a high interest in helping students learn and working for the good of society. Regarding educational policy, teachers believed that the government does not adequately support neither education nor teacher preparation. This pattern of results varied by demographic factors. For example, male teachers reported stronger perceptions that their families lack pride in them as teachers. Teachers without degrees felt more strongly that resources at their schools were less adequate. Older, more experienced teachers reported a stronger belief in permissive parenting as the major cause of behavior problems in the schools, and agreed that parents should be responsible for their child's moral education. Younger teachers expressed the most dissatisfaction with their pay and also felt that younger teachers are more capable than older teachers. A cluster analysis revealed statistical separation of teachers into three groups. The first group of teachers was younger, less experienced, and better educated. They expressed the most dissatisfaction with being teachers and felt the lowest social status. However, they also believed that they make a difference in the lives of their students. The second teacher group reported teaching as more challenging and stressful, advocated the need for strong discipline, and felt they made little difference in their students' lives. These teachers were more experienced, older, and less educated. The teachers in the third group, who shared common demographic characteristics with group two, were the most positive about their social status, pay, and commitment to teaching. They reported more support and resources than teachers in the other two groups, and felt they made a difference in their students' lives. Results of this study extend previous findings regarding the beliefs of teachers in the People's Republic of China. Through the use of multivariate techniques, three types of teachers emerged. The implications of these findings are discussed both with regard to government interest in reforming educational policy and directions for future research.

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This thesis compares the educational systems of the United States and of Mexico from their beginnings, and especially notes the progress that Mexico has made since 1920.

胡務. / 論文(博士)--香港中文大學, 2000. / 參考文獻 (p. 258-262) / 中英文摘要. / Available also through the Internet via Dissertations & theses @ Chinese University of Hong Kong. / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Mode of access: World Wide Web. / Hu Wu. / Lun wen (bo shi)--Xianggang Zhong wen da xue, 2000. / Can kao wen xian (p. 258-262) / Zhong Ying wen zhai yao.

歐陽敬孝. / 論文(哲學博士)--香港中文大學, 2002. / 參考文獻 (p. 248-270). / 中英文摘要. / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Mode of access: World Wide Web. / Ouyang Jingxiao. / Zhong Ying wen zhai yao. / Lun wen (zhe xue bo shi)--Xianggang Zhong wen da xue, 2002. / Can kao wen xian (p. 248-270).

王家健. / "2007年9月". / 論文(哲學碩士)--香港中文大學, 2007. / 參考文獻(leaves 95-100). / "2007 nian 9 yue". / Abstract also in English. / Wang Jiajian. / Lun wen (zhe xue shuo shi)--Xianggang Zhong wen da xue, 2007. / Can kao wen xian (leaves 95-100). / Chapter 第一章 --- 前言 --- p.1-8 / Chapter 第二章 --- 十九世紀傳教士在廣州辦學情況 / Chapter 第一節 --- 十九世紀傳教士在廣州創辦教會學校的背景 --- p.9-11 / Chapter 第二節 --- 十九世紀傳教士在廣州創辦教會學校的槪況 --- p.11-15 / Chapter 第三節 --- 十九世紀傳教士在廣州創辦教會學校的特色 --- p.15-17 / Chapter 第四節 --- 十九世紀廣州教會學校對社會的影響 --- p.17-18 / Chapter 第五節 --- 小結 --- p.18 / Chapter 第三章 --- 廣州培正學校的創辦 / Chapter 第一節 --- 培正學校創辦緣起 --- p.19-23 / Chapter 第二節 --- 培正學校辦學槪況及特色 --- p.23-30 / Chapter 第三節 --- 小結 --- p.30-31 / Chapter 第四章 --- 二十世紀初期的廣州培正學校 / Chapter 第一節 --- 教會學校師生們的友愛與關懷 --- p.32-40 / Chapter 第二節 --- 培正學校與民國時期教育的變遷 --- p.40-53 / Chapter 第三節 --- 小結 --- p.53 / Chapter 第五章 --- 抗戰時期的廣州培正學校（1937-1944) / Chapter 第一節 --- 戰時教學活動的調整 --- p.54-61 / Chapter 第二節 --- 戰時社會服務 --- p.61-63 / Chapter 第三節 --- 小結 --- p.63-64 / Chapter 第六章 --- 校友貢獻 / Chapter 第一節 --- 校友在19世紀末至20世紀中期的變化 --- p.65-69 / Chapter 第二節 --- 校友自1920年代後往海外繼續學業日多 --- p.69-70 / Chapter 第三節 --- 校友在體育、藝術事業方面的貢獻 --- p.70-74 / Chapter 第四節 --- 校友在工業、科學事業及醫學方面的貢獻 --- p.74-77 / Chapter 第五節 --- 校友在政治方面的貢獻 --- p.77-78 / Chapter 第六節 --- 校友在商業方面的貢獻 --- p.78-79 / Chapter 第七節 --- 小結 --- p.79 / Chapter 第七章 --- 結論 --- p.80-82 / Chapter 第八章 --- 附錄 / 附錄一 1889-1944培正學校發展大事年表 --- p.83-84 / 附錄二李錦綸生平介紹 --- p.85 / 附錄三黃啓明生平介紹 --- p.86 / 附錄四楊元勛生平介紹 --- p.87 / 附錄五黃汝光先生訪問稿 --- p.88-89 / 附錄六鄺文熾先生訪問稿 --- p.90-91 / 附錄七洗子昌先生訪問稿 --- p.92 / 附錄八1890-1936年培正學校統計年表 --- p.93-94 / 參考書目 --- p.95-100

Doctorat en philosophie et lettres / info:eu-repo/semantics/nonPublished