Yao, Jingdan. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2010. / Includes bibliographical references (leaves 54-70). / Abstracts in English and Chinese; appendix in Chinese. / Abstract --- p.i / Acknowledgements --- p.ii / Table of Contents --- p.iii / List of Tables --- p.iv / Chapter Chapter 1: --- Introduction --- p.1 / Definitions of Teacher Leadership --- p.2 / Major Approaches of Leadership Research --- p.4 / Leadership Complexity --- p.6 / Moral Leadership --- p.9 / Personality and Leadership --- p.11 / Evaluation of Teacher Leadership --- p.19 / Subordinates' A ttitudes --- p.22 / Objectives and Hypothesis of the study --- p.26 / Chapter Chapter 2: --- Method --- p.28 / Participants --- p.28 / Measures --- p.29 / Procedure --- p.33 / Chapter Chapter 3: --- Results --- p.34 / Teacher Leadership Behavior --- p.34 / "The Relationship among Teachers Self-ratings and Student-ratings in Leadership, and Student Outcomes" --- p.39 / Personality and Leadership --- p.40 / Chapter Chapter 4: --- Discussion --- p.43 / Leadership Behavioral Model of Head Teachers --- p.43 / Moral Leadership of Head Teachers --- p.46 / Criteria of Teacher Leadership Performance --- p.48 / Personality Predictors of Head Teacher Leadership --- p.50 / Implication of the Present Study --- p.52 / Limitations and Future Direction --- p.53 / References --- p.54 / Appendix --- p.71

published_or_final_version / abstract / Education / Master / Master of Education

published_or_final_version / abstract / Education / Master / Master of Education

The study examined longitudinal relationships among school climate, teacher efficacy, optimism, sleep quality and work engagement. On the basis of Conservation of Resources (COR) theory and Job Demand-Resources (JD-R) model, it was hypothesized that school climate, teacher efficacy, optimism and sleep quality were positively associated with work engagement. The present study was conducted among 141 Hong Kong secondary school teachers, who received the same set of self-report questionnaire over a four-month time interval. Results of cross-lagged panel analysis yield non-significant cross-lagged relationships among the variables. However, results of multiple linear regression analysis identified teacher efficacy and optimism as significant predictors of teachers’ work engagement. The findings provide partial support to the generalization of JD-R model to the Hong Kong teaching profession that teacher efficacy and optimism were found to be profession-specific personal resources that are positively associated with teachers’ work engagement. / published_or_final_version / Educational Psychology / Master / Master of Social Sciences

published_or_final_version / Education / Doctoral / Doctor of Philosophy

published_or_final_version / abstract / toc / Education / Master / Master of Education

published_or_final_version / abstract / Education / Master / Master of Education

A series of educational reforms implemented in recent years had a considerable impact on secondary schools. From principals to teachers; from the school sector to the educational system, all parties had to effect fundamental changes. Facing this new educational era, many scholars suggested schools should have organizational learning so as to have continuous improvement and to pursue excellence. / Based on the findings from the quantitative and qualitative studies, some implications could be drawn. First, teachers should be encouraged to attend more workshops and seminars so as to familiarize themselves with the curriculum reforms. Secondly, schools should utilize the central database to store all the teaching materials for teachers' reference and collaborative lesson preparation should be organized so as to facilitate the co-operation among teachers in order to enhance teaching effectiveness. Of course, schools also should know that all the organizational learning obstacles would together form the unique schools atmosphere while these determine whether the schools can have effective organizational learning. Therefore, the schools should have deep understanding of the atmosphere and then make proper improvement accordingly. Thirdly, the Education Bureau should put in more resources to help the language and liberal studies teachers. Training courses for vice-principals should be strengthened so as to enhance their capabilities to assist principals in leading the teaching staff and carrying out the educational reforms in the school. / However, according to various studies, there was low level of organizational learning process and organizational learning outcome in the majority of primary and secondary schools. From this, we learn that there must be some obstacles for schools to practice organizational learning. Furthermore, the capability of teachers, the main staff of schools, to learn effectively is often the key factor affecting the success or failure of schools. Unfortunately, according to some studies and some reports concerning teachers' stress, it is found that in facing series of educational reforms, teachers were facing tremendous work pressure. Many teachers are unable to meet the new requirements of the educational environment. Some chose to retire early or even to leave the educational sector. Therefore, a study on the obstacles to organizational learning in schools becomes a must. / The findings in the qualitative study showed that organizational learning obstacles varied among teachers of different subjects. Language and Liberal Studies teachers were having the most problems. Besides, as some of the educational reforms were still in their initial stage, not many teachers were involved and hence the problems of having organizational learning were still not serious and explicit. Other than that, teachers regarded the policies launched by the Education Bureau were too fast and too extensive in scale, the schools did not have the capabilities to make school-based modifications. / The findings in the quantitative study showed that the problem of having organizational learning obstacles in Hong Kong secondary schools was not serious. Among all the seven factors concerning organizational learning obstacles, the main one was in the factor of communicating problems. Besides, a major finding of the study indicated that the obstacles at the school level were more serious than those at the personal level. From this, one could learn that teachers regarded support from the school organizational structure, school culture and the principals still have room for improvement while they did not think: that they had great problems with their cognitive abilities and confidence. Only that they did have difficulty in handling the ever-mounting work-load. Other than that, it was found that all the factors concerning the organizational learning obstacles were significantly correlated. / This study was conducted both quantitatively and qualitatively. First, by reviewing the literature, one could have a deeper understanding of the situation secondary schools were facing. Based on the above information, a study tool for the organizational learning obstacles was developed. Through this tool, the existing situation of Hong Kong secondary school in organizational learning was examined. Then, according to the questionnaire data, schools were divided into three groups: high, middle and low in the degree of learning obstacles. One school from each group was chosen to have the qualitative study. Through the interviews with frontline teachers, more data were collected and this could not only help to improve the research tool, but also to gain a better understanding of the situation of the teachers in having organizational learning and the underlying causes of these obstacles. / 蔡愛玲. / Advisers: Sun Keung Pang; Kwan Choi Tse. / Source: Dissertation Abstracts International, Volume: 73-02, Section: A, page: . / Thesis (Ph.D.)--Chinese University of Hong Kong, 2010. / Includes bibliographical references (p. 360-379). / 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, [201-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / Cai Ailing.

After the comparison and contrast of the four schools, it is propounded that in the establishment and developing process of a professional learning community, its core, teachers' collaborative culture, also displays a developmental process from individualism and comfortable collaboration to organizationally induced collegiality and interdependent collegiality. A supportive system is the guarantee of the teachers' collaborative culture; and the key to facilitate the birth of this culture as well as the building of a professional learning community lies on the principals' leadership style which put attention both on the management strategies and the leading strategies. / Based on the result revealed from the questionnaire survey and data of the case studies, it is found that professional learning community, as an introduced concept from the west, has its local significance in primary schools in the three cities of mainland China, supporting the theoretical structure built by the following four professional learning community dimensions---Shared decision making; Shared sense of purpose and focus on student learning; collaborative activity and deprivatized practice; Staff support and cooperation. The features of the abovementioned dimensions also possess their local flavor: degree of the shared decision making is relatively low and the teachers rarely participate in the financial and personnel decision-making, but own more authority within their professional field; secondly, students' exam scores are more emphasized in the aspect of the focus on student learning, but this varies from the schools according to its realization of professional learning community; thirdly, as for collaborative activity and deprivatized practice, collaboration among teaching practice are bolstered by the traditional "teaching research system", nevertheless there is a gap between the system and the actual outcome of the activities; lastly, the uniform teaching research system, to some extent, provides teachers' cooperation with much support, but is overweighed by the collaborative culture among teachers. / Mixed methods are adopted in this research, in which the questionnaires are delivered in three cities (including Shanghai) of mainland China in order to know the features and the realization of professional learning community in primary schools in Shanghai. It is then followed a purposeful sampling on the basis of the data analysis from the questionnaires, and four schools will be chosen out as the cases to probe into the relationship between professional learning community and teacher development. The major methods for the data collection include questionnaire survey, in-depth interview, participant observation and document collection. / The professional learning community being the one side, the teachers' development is interactively on the other, and the key platform for their interaction is teacher development activities. The contents of teacher development activities vary in different schools of different realization of professional learning community, and also diverse in the interaction between professional learning community and teachers' teacher development. Meanwhile, the second round curriculum reform in Shanghai being the common backdrop, it on one hand offers three platforms to the interaction between professional learning community and teacher development, and on the other hand is itself affected by this interaction. Especially under the pressure of "moderate empowerment and high responsibility" in the second round curriculum reform, teachers are supported by professional learning community in terms of empowerment and responsibility, and are also aided to seek for their professional identities, which leads to the achievement of teachers' real proactive professional development. / With the advent of a transitional era, the field of education is likewise undergoing a global reform. However, in retrospect of the educational reforms launched by various countries in the past thirty years, the aspect of class teaching is seldom touched upon. The academia therefore gives increasing emphasis on teachers as well as teachers' communities, and the concept of professional learning community thus comes into being. In the recent years, the studies on professional learning community have been proliferated in the west, and are gradually introduced into our country, but the related empirical studies in China still remain a virgin land. / 宋萑. / Adviser: Lee Chi Kin. / Source: Dissertation Abstracts International, Volume: 69-08, Section: A, page: 3113. / Thesis (doctoral)--Chinese University of Hong Kong, 2007. / Includes bibliographical references (p. 276-302). / 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. / Song Huan.