Thesis (D.P.H.)--University of Hawaii at Manoa, 1996. / Includes bibliographical references (leaves 150-163). / Microfiche. / xiv, 163 leaves, bound ill. 29 cm

Adult education is shaped by the socio-cultural and historical context in which it occurs. Hong Kong is confronting immense social change as it will cease to be a colony of the United Kingdom and become a Special Administrative Region of the People's Republic of China in 1997. The reversion of sovereignty to China in 1997 is already changing the political, social, and cultural context although the Sino-British Joint Declaration (initialled on September 26, 1984 and formally took, effect on May 27, 1985) stipulated that Hong Kong's existing capitalist system and life-style would remain unchanged for 50 years after 1997. However, by 1989, it was clear that what people were "thinking" or "believing" about the situation was having a more potent effect on Hong Kong than legal documents or slogans such as "one country, two systems." Thus, this study was largely couched within a phenomenological frame of reference. The situation of Hong Kong is unprecedented and people face uncertainty as they enter the run-up to 1997. The "city of jitters" is undergoing a process of decolonization on the one hand and integration with Mainland China on the other. Adult education helps people prepare for change, but at the same time, is shaped by people's ideas of what the present situation is and what the future will be like. The purposes of this study were: 1. To obtain estimates concerning the anticipated changes in the content and processes of adult/continuing education (ACE) in the run-up to 1997. 2. To establish the extent to which socio-demographic variables of respondents explained variance in estimates (concerning the anticipated changes in the content and processes of ACE). 3. To establish the extent to which the political orientations of respondents explained variance in estimates (concerning the anticipated changes in the content and processes of ACE). 4. To examine the relationships between respondents1 "emigration intentions" and their estimates (concerning the anticipated changes in the content and processes of ACE). This was an ex post facto study in which 122 Hong Kong adult educators completed questionnaires which asked them to make estimates concerning the future content and processes of adult education. Following this, the researcher examined the extent to which the respondents' socio-demographic characteristics (and political orientations) explained variance in estimates (concerning the content and processes of adult education). Respondents claimed that in the run-up to 1997, for people staying, interests in "Management," "China Studies" and "Business & Commerce" programs will increase strongly. They believed that people leaving Hong Kong temporarily or leaving permanently will be greatly interested in "Technical Training" programs but their interests in "Law," "China Studies" and "Social Sciences" will decrease. Respondents thought that in the run-up to 1997, the use of adult education methods and techniques will increase (generally and in the workplace). They claimed that there will a larger increase in the use of "Courses By Computer" in Hong Kong generally and in the workplace. Age and educational qualification of respondents were significantly related to their estimates concerning the anticipated changes in ACE. There was no significant association between respondents' political orientations and their estimates. Nor were their "emigration intentions" significantly related to estimates. It appears that, in general, the structional-functional approach to adult education will remain. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

M.Ed. (School Guidance) / Please refer to full text to view abstract

This study was designed to explore the perceptions of the leadership behavior of deans of students at 15 universities in the Republic of China (ROC). The study groups included the deans of students, student affairs staff members, and student leaders within the 15 universities. The Leader Behavior Description Questionnaire (LBDQ) was employed to assess the leadership behavior of the deans of students in the dimensions of initiating structure and consideration. The population included 10 current deans of students and 8 former deans of students, 173 student affairs staff members, and 224 student leaders. In addition, six current deans of students and one officer of the Ministry of Education were interviewed by the researcher. The conclusions are as follows. 1. Current and former deans of students had the same perceptions and expectations of the leadership behavior in the initiating structure and consideration dimensions. 2. Effective leadership behavior of deans of students was associated with high scores on initiating structure and consideration. 3. Deans of students employed different leadership behaviors to lead the student affairs staff members and student leaders. 4. The leadership behavior of the deans of students was inclined toward high initiating structure and low consideration. 5. Deans of students and student affairs staff members had differing perceptions of leadership behavior on real consideration. 6. Deans of students and the student leaders had differing perceptions of leadership behavior on real initiating structure. This study suggested that a dean of students may want to employ a plan of self-study, or participate in leadership training programs, workshops, and conferences related to student affairs to improve leadership behavior effectively. Further research to examine the perceptions of the leadership behavior of deans of students is recommended.

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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published_or_final_version / Education / Master / Master of Science in Information Technology in Education

published_or_final_version / Comparative Asian Studies / Master / Master of Arts

published_or_final_version / Education / Master / Master of Education