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The aim of this research was to determine the motivation levels of Zimbabwean rural secondary school teachers, and to identify and discuss the factors that influence their motivation so that management interventions could be designed to enhance teacher motivation. A quantitative research design, involving the descriptive sample survey method to collect data by means of self-administered structured questionnaire was adopted. The sample consisted of 175 rural secondary school teachers in Bikita District. The information was statistically analysed with the aid of a computer after which it was interpreted. Results indicated that teachers were not highly motivated and satisfied with their jobs, and that their motivation was affected by several aspects of their work. Working conditions emerged as a primary demotivator while interpersonal relations was a principal motivator. The data also showed that certain biographical variables affected teacher motivation significantly. Subsequent to these results recommendations to enhance teacher motivation were made. / Educational Studies / M. Ed. (Education Management)

published_or_final_version / Applied Statistics / Master / Master of Social Sciences

黃晶榕. / Thesis (Ed.D.)--Chinese University of Hong Kong, 2011. / Includes bibliographical references (leaves 298-348) / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / Huang Jingrong.

by Li Yeuk Sheung Jessie, Poon Polly. / Thesis (M.B.A.)--Chinese University of Hong Kong, 2000. / Includes bibliographical references (leaf 94). / ABSTRACT --- p.ii / TABLE OF CONTENTS --- p.iii / LIST OF APPENDICES --- p.vii / ACKNOWLEDGMENTS --- p.viii / Chapter / Chapter I. --- INTRODUCTION --- p.1 / Objectives --- p.2 / Background Information --- p.3 / Rivalry among Established Firms --- p.3 / The Threat of Substitute Products --- p.4 / Potential Competition --- p.5 / The Bargaining Power of Buyers --- p.5 / The Bargaining Power of Suppliers --- p.6 / The Role of Macro environment --- p.6 / Chapter II. --- METHODOLOGY --- p.9 / Research Design --- p.9 / Data Collection Method --- p.10 / Secondary Data --- p.10 / Primary Data --- p.10 / Sampling --- p.12 / Fieldwork --- p.14 / Qualitative Method --- p.14 / Quantitative Method --- p.15 / Chapter III. --- LIMITATIONS --- p.16 / Chapter IV. --- FINDINGS --- p.18 / Interviews and Observations of Schools --- p.18 / Quantitative --- p.18 / Information Technology in Education (ITE) --- p.18 / Teaching and Learning via Network --- p.19 / Educatonal Software --- p.19 / Chapter V. --- DATA ANALYSIS --- p.21 / Hypothesis 1 --- p.21 / Hypothesis la ´ؤ The Present ITE Resources are Sufficient in Hong Kong Secondary School --- p.21 / Interviews and Observations --- p.21 / Questionnaires --- p.23 / Hypothesis lb ´ؤ The Current Government Policy of Implementing ITEis Compatible With That of Hong Kong Secondary Schools --- p.24 / Interviews and Observations --- p.24 / Questionnaires --- p.25 / Hypothesis lc -- Hong Kong Secondary Schools Face No Difficulties When Implementing ITE --- p.25 / Interviews and Observations --- p.25 / Questionnaires --- p.26 / Conclusion of Hypothesis 1 -- It is Feasible for Hong Kong Secondary Schools to Use ITE --- p.27 / Hypothesis 2 --- p.27 / Hypothesis 2a ´ؤ Teaching & Learning via Networks is Accepted by Teachers --- p.27 / Interviews and Observations --- p.27 / Questionnaires --- p.29 / Hypothesis 2b Teachers Think ITE Infrastructure is Sufficient to Implement Teaching and Learning via Networks --- p.30 / Interviews and Observations --- p.30 / Questionnaries --- p.31 / Conclusion of Hypothesis 2--It is Suitable for Hong Kong Secondary Schools to Implement Teaching and Learning via Networks --- p.32 / Hypothesis 3 --- p.32 / Hypothesis 3a -- Educational Software is Not Commonly Used --- p.32 / Interviews and Observations --- p.32 / Questionnaires --- p.33 / Hypothesis 3b -- The Contents of Current Educational Software is Not Compatibility with the Course Contents --- p.34 / Interviews and Observations --- p.34 / Questionnaires --- p.35 / Hypothesis 3c -- The Current Mode of Educational Software is Not Compatible with the Contents of Courses --- p.35 / Interviews and Observations --- p.35 / Questionnaires --- p.36 / Conclusion of Hypothesis 3 -- Current Educational Software is Unsuitable for Hong Kong Secondary Schools to Implement ITE --- p.37 / Chapter VI. --- RECOMMENDATIONS --- p.39 / Define and Segment a Market --- p.39 / Adopt Product Differentiation --- p.40 / Tailor-make the Contents to Local Schools --- p.40 / Target Specific Subjects --- p.41 / Provide Suitable Modes of Educational Software According to Local Tastes --- p.41 / Adopt Price Differentiation Strategy on Specific Subjects --- p.42 / Provide Augmented Services --- p.43 / Tailor-make Packages for Individual Schools Based on Their Needs --- p.43 / Long-Term Contracting with Publishers --- p.44 / Expertise Obtained from Outside --- p.44 / Provide Training Courses to Teachers --- p.45 / Marketing Mix Strategies --- p.45 / Distribution Strategies --- p.45 / Promotion Strategies --- p.46 / Product Strategies --- p.47 / Pricing Strategies --- p.47 / Modify the Company Structure --- p.48 / Chapter VII. --- CONCLUSION --- p.49 / APPENDIX --- p.51 / BIBLIOGRAPHY --- p.94

In 2002, the United Nations designates 2005-2014 as the Decade of Education for Sustainable Development. In China, Education for Sustainable Development [ESD] has been recognized as an important component in the new educational reform. However, there is an implementation gap between government policy and classroom practice. Teachers play a pivotal role in curriculum implementation. Therefore, knowing what teachers' think about ESD is the first step towards understanding the implementation of ESD. / Key words. sustainable development; education for sustainable development; teacher's belief; geography teacher; instrument development; values; teaching belief; China / Quantitative research methods supported by interview are used in this research. After analyzing relevant literature on ESD and interviewing 16 Beijing geography teachers, it is found that the ESD beliefs comprised two components: sustainability values [VESD] and teaching beliefs of ESD [TESD]. Based on ESD principles and some environmental beliefs instruments, a first draft of VESD instrument was developed and piloted among Yinchuan and Beijing geography teachers. A second draft was then developed and tested with over 300 Guangzhou and Changchun geography teachers. The final VESD instrument with four dimensions has been found with a stable structure and acceptable reliability and validity. These four dimensions are respect and care for the community of life; ecological integrity; social and economic justice; democracy, nonviolence and peace. / The aim of this research is to develop an effective and easy-to-use ESD instrument to reveal teacher's beliefs about ESD. In the process of developing the instrument, it is essential to study: What are teachers' ESD beliefs? Are ESD beliefs made up environmental values and teaching beliefs? What are the structure and content of the values and teaching beliefs of ESD? / The TESD instrument is found to have three factors with good reliability and validity. These three factors are namely: relevance to daily life, student's need in the future, and integrated teaching. / With these two instruments which can be used to tap teacher's ESD beliefs in China, researchers interested in ESD implementation can conduct future researches on teachers' beliefs about ESD and the potential implementation problems. / 楊光. / 論文(哲學博士)--香港中文大學, 2006. / 參考文獻(p. 256-274). / Adviser: Chi Chung Lam. / Source: Dissertation Abstracts International, Volume: 68-03, Section: A, page: 0867. / 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, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / School code: 1307. / Lun wen (zhe xue bo shi)--Xiang gang Zhong wen da xue, 2006. / Can kao wen xian (p. 256-274). / Yang Guang.

Chan, Kin-sang, Jacqueline. / "August 2003." / Thesis (Ed.D.)--Chinese University of Hong Kong, 2003. / Includes bibliographical references (p. 278-291). / 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. / Abstracts in English and Chinese.

Many studies show that teacher beliefs strongly influence their instructional decisions, which in turn affect classroom practice and curriculum implementation. Studies also reveal many curriculum reforms in the past failed because teacher beliefs had been neglected in the design and implementation process. / The new secondary Chinese language curriculum implemented in 2002 in Hong Kong is of student-centred basis, and thus teachers are required to change their beliefs. This qualitative study aims at investigating teaching beliefs of Chinese language teachers and their influence on curriculum implementation. By examining teaching beliefs of teachers, light can be shed on the problems and prospect of curriculum implementation. Data were collected through semi-structured interviews and observations. Twelve teachers were selected purposefully from three different types of secondary schools, namely band 1, 2 and 3; which represent different range of students' academic competency. In each type of school, two expert teachers and two novice teachers with a variety of educational backgrounds and rankings at school were selected. / The results of this study indicate that teaching beliefs of teachers and their teaching behaviours are interrelated. It also highlights that the existing beliefs of transmission-oriented teachers are incongruent with the underlying philosophy of the new curriculum. This may hinder the implementation of the intended curriculum. But most of the beliefs held by the heuristics-oriented teachers are in line with the intended curriculum, which is likely to facilitate its successful implementation. The findings also have important implications for curriculum developers and teacher educators: curriculum implementation must be accompanied by continuous teacher development which fosters changes of beliefs and practices. / This study finds out that there are underlying commonalities in beliefs among the twelve teachers. In their opinion, the conception of Chinese language is "wen dao he yi", that means the subject does not only aim at developing students' communication skills but also providing positive values. Nevertheless, teachers' beliefs on teaching could be divided into two main orientations, namely transmission and heuristics. Transmission-oriented teachers believe that they transmit knowledge and act as directors and disciplinarians; while students are recipient of knowledge. Their major concerns of teaching are reading and writing but listening and oral practices are of secondary importance; these four areas of language are unlikely integrated in teaching. On the contrary, the heuristics-oriented teachers favour two-way and interactive teaching approaches. They regularly arrange group activities for students in diversification, and let peers learn from each other. Therefore students can be active learners while teachers are facilitators. In their view, integrating reading, writing, listening and speaking in teaching can facilitate students' learning. / 譚彩鳳. / 呈交日期: 2005年12月. / 論文(哲學博士)--香港中文大學, 2006. / 參考文獻(p. 240-261). / Cheng jiao ri qi: 2005 nian 12 yue. / Advisers: Lam Chi Chung; Yu Nae Wing. / Source: Dissertation Abstracts International, Volume: 67-11, Section: A, page: 4087. / 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, [200-] 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. / Abstracts in Chinese and English. / School code: 1307. / Lun wen (zhe xue bo shi)--Xianggang Zhong wen da xue, 2006. / Can kao wen xian (p. 240-261). / Tan Caifeng.

For the domain of compensation structure, the three factors extracted from the alternative bases for paying teachers including differential pay, competencies pay and teach load pay are significant predictors of their retention tendency. / For the domain of working conditions for teachers, the results show that the classroom teaching conditions and the school support are two extracted factors that have predictive effects on the retention tendency of English subject teachers in Hong Kong. / Teachers and teacher salaries are the two major scarce resources in the provision of education. Teacher shortage problems are common and have been a concern in nearly all countries. High teacher attritions other than retirement have called public and government attention in enhancing retention of teachers as a way to solve teacher shortage problems. The shortage of teachers varies with subjects and levels. In Hong Kong, the shortage of quality English teachers has long been a social concern because of the importance for its citizen to attain high English proficiency levels to maintain the competitiveness as an international city. / The predictors in the personal variables domain are: Major in English, professionally trained and taking professional development programmes. (Abstract shortened by UMI.) / The purpose of this study is to investigate the predictors affecting the retention tendency of inservice English teachers in Hong Kong secondary schools from the labour economics perspective with a quantitative survey. Through a more thorough understanding of the predictors affecting their retention tendency, policies can be formulated with a view to enhancing the retention of English subject teachers. The survey was carried out in September, 2002. Questionnaires were sent to 111 publicly funded secondary schools in Hong Kong. A total of 490 completed questionnaires have been collected from an estimated sample size of 1332 English subject teachers in Hong Kong secondary schools. The response rate is 36.8%. / The results show that three domains of predictors: compensation structure, working conditions and personal variables affect the retention tendency of English teachers to continue teaching English. The variance explained by the whole model is 0.211. / Ko Kwok-wai. / "July 2003." / Adviser: Yue Ping Chung. / Source: Dissertation Abstracts International, Volume: 64-07, Section: A, page: 2391. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2003. / Includes bibliographical references (p. 294-313). / Available also through the Internet via Current research @ Chinese University of Hong Kong under title: The effects of compensation structure and working conditions on the retention tendency of English subject teachers in Hong Kong secondary schools (China) / 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 dissertations and theses, [200-] 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. / Abstracts in English and Chinese. / School code: 1307.