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This paper is a case study of teacher professional development in a local Hong Kong secondary school. By examining the tension among various influencing parties - i.e. Education Bureau (EDB), school sponsoring body, school, principal and teachers - as well as the dilemmas arising from the planning and implementation of professional development programs, this research seeks to explore areas of improvements and provide recommendations. The discussions centre on the needs identification and program evaluation processes, and are based on theoretical principles of organizational learning, individualization of learning, training evaluation and transfer of learning. Following analysis of the research findings, this paper goes on to suggest that school leaders should promote the principles of professional learning to all teachers. In particular, teachers should be empowered with the autonomy to manage their own professional development as their responsibility. Also, school leaders should encourage teachers to integrate school development needs with their own professional needs. The findings may be applied to other local secondary schools with staff development structures and processes at a comparable level of maturity. / published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Doctoral / Doctor of Education

No description available.

No description available.

No description available.

This study employed a longitudinal cross-lagged panel design to evaluate the effect of teachers’ self-efficacy on their motivation to participate in professional development. Data were collected from 43 Hong Kong secondary school teachers at 2 measurement points. The cross-lagged panel analyses revealed teachers’ higher self-efficacy predicted lower motivation to join the professional training programme. However, this negative effect brought by self-efficacy was only significant if the programme was appealing to the teachers at Time 1. Correlation statistics also showed that teachers with higher self-efficacy tended to rate their familiarity of the programmes higher at both measurement points. The meaningfulness of the programmes was also positively correlated with the motivation to join the programmes. / published_or_final_version / Educational Psychology / Master / Master of Social Sciences

This study was an investigation to determine the instructional media competencies that inservice teachers of secondary education teaching disciplines recommend for pre-service teachers in their discipline. A literature review focused on four main questions: 1. What historical events mark the development of the field of instructional media? 2. What are some significant classroom media use studies? 3. What are some significant comparative media studies? 4. What are some significant instructional media course content studies? Secondary education teachers of twelve different teaching disciplines were randomly selected from schools in three states, namely Hawaii, Oregon and Utah. Four hundred and sixteen (416) responded to a mail administered questionnaire. A series of one-way analysis of variance with Duncan Multiple Range Tests, t-Tests, cross tabulations and means tables were computed to determine any significant differences in the recommendations of fifty-six (56) instructional media competencies among teachers in secondary education teaching disciplines. The findings of this study can be summarized with the following conclusions: 1. The teaching discipline influences recommendations by inservice teachers of secondary education for instructional media competencies to be included in a pre-service teacher education program. 2. The teaching discipline influences the perceived value of instructional media use in the classroom of inservice teachers of secondary education. 3. The perceived value of instructional media use in the classroom by secondary education teachers influences their recommendations of instructional media competencies to be included in a pre-service teacher education program. 4. Teachers of secondary education teaching disciplines recommend that instructional media competencies be taught as a part of the methods courses within their disciplines as well as being taught in separate instructional media courses. 5. There are two major factors affecting the non-use of instructional media by teachers of secondary education teaching disciplines are that they perceive: 1. "Arranging to use media is too great a hassle." 2. "Media materials in the school are outdated." 6. There are instructional media con1petencies that are common to all secondary education teaching disciplines as well as instructional media competencies that are unique to each of twelve secondary education teaching disciplines. / Graduation date: 1991

This study sought out the perceptions of middle school (any combination of grades 5-9) educators in 19 states regarding the specific learning experiences that should be included in the curriculum for the preparation of junior high/middle school teachers, the skills or characteristics that are needed by a junior high/middle school teacher to best meet the needs of the early adolescent, the desirability of a discrete middle school certificate and the reasons why or why not. Using the data collected, a paradigm was designed for a junior high/middle school teacher training program that reflected the best thinking of these educators. This middle school study utilized a modified Delphi Technique in surveying the perceptions of administrators, teachers holding secondary certificates and teachers holding elementary certificates currently employed at junior high/middle schools, North Central Association associate state chairmen, and college of education professors. The three primary points emerging from this study are (1) that the lines of communication need to be opened between educators in the junior high/middle schools and those at institutions where policies, teacher preparation programs and certification requirements regarding middle school education (and educators) are being formulated, (2) that those same policies, teacher preparation programs and certification requirements be formulated on the basis of research data gathered directly from those educators in junior high/middle schools, and (3) that a middle school teacher's characteristics are considered by those involved currently in middle school education to be more important than his/her skills.

Thesis (Ph. D.)--Columbia University, 1935.