過往的教師專業發展都是圍繞着如何加強教師的專業知識及教學技巧，藉以改善學生的學習，甚至會嘗試探討如何可透過學校重組、重建，以改變教育的結構與文化。問題是教師面對充滿諸多限制的「處境」時，所謂專業知識、教學技巧又是否還有用武之地?這十五年的教育改革似乎已走向回頭路，作為專業教師還有其他可行的路讓其內藏的專業能力有效地發揮嗎?本研究借用伽達默爾「詮釋學經驗交流」的理論作為行動介入，嘗試尋找教師個人專業發展的空間與可行性。 / 研究設計分為三個階段。第一階段，研究員透過邀請五位教師敍說其教學經驗，反思自我置身於歷史洪流處境中的教師角色，並探討自己的價值觀念；第二階段，為了讓各受訪者有較廣闊的思考角度，研究員會揭示自我的教學故事；第三階段，研究員選用「詮釋學經驗交流」的對等交流模式介入受訪教師的視域，促使雙方在過程中更深入地思索教育的意義。 / 通過這項行動研究，我們共有三項重要發現。第一階段的研究顯示五位受訪教師剛入職時的「理解的前結構」是比較簡單的，因此影響了他們日後面對的教學工作。再加上，他們未有察覺「效果歷史」的存在，結果面對宏觀社會環境以及微觀學校處境突如其來的轉變，未及反應。結果，五位受訪教師既要應付教師行業「多樣性」、「變動性」及「不確定性」的特點，又要應付處境改變帶來的衝擊，而出現了不同程度的失衡狀態。 / 在第二階段的研究中，發現「效果歷史」會對五位受訪教師的「自我理解」起了一定程度的作用。透過研究員以文字將他們敍說的故事重新有機地組織，讓受訪教師以另一整合角度去閱讀自己的故事。閱讀過後，他們不單看到「效果歷史」的張力如何影響自己對教師角色的理解，還呈現對教師專業的種種想法。研究員的故事介入促進受訪教師思索、回顧自己昔日教學。研究員的故事就像一面鏡子，讓受訪教師看到與研究員教學相同與不同之處，形成一種遊走於熟悉與陌生之間的感覺，帶來一種無形之衝擊感，同時為下一階段「詮釋學經驗交流」作好準備。 / 研究的第三部份發現「詮釋學經驗交流」可促使教師個人教學專業的成長與理解，正如伽達默爾所言，交流有變換的力量，只要交談成功最終會在雙方身上留下構成改變的東西。確實，研究員與受訪教師在構建專業對話平台讓雙方在平等、開放的「來回玩」交流經驗中以新的視域看視問題，對不同的教育議題獲取了新的理解與知識。 / 透過本研究看到五位受訪教師在「效果歷史」的拉扯下所呈現的狀況，同時看到「敍說研究」以及「詮釋學經驗交流」的介入如何提昇教師的意識及自省能力，以達致發展教師專業，重新尋找到教育的意義。希冀每一位教師都能努力提昇個人教學專業，打開心窗，傾聽不同的聲音。在「詮釋學經驗交流」中進行專業對話，以擴闊個人有限的視域，讓新的教學思維與內涵可以有機會進入教師心中，為教育界帶來美好的轉變。 / Teachers’ professional development tended to be centered upon how to enrich teachers’ professional knowledge and pedagogical skills for improvement of students’ learning or even how to restructure and reconstruct the school for the transformation of educational structure and culture. Yet, in fact, the crux of the matter is whether teachers’ professional knowledge and their pedagogical skill can still be put to use in face of many situational constraints. Given the fact that these 15 years of educational change seemed to be making about-face turn, can teachers still have alternative ways to unleash their interior professional capacities? This study is an action research drawing upon Gadamer’s theory of ‘hermeneutic of experience of language’ in an attempt to explore the spatiality and feasibility of teachers’ professional development as individuals. / This study design consisted of 3 stages. In the first phase, five teachers were invited to narrate their teaching experiences, reflect on the roles they played as teachers in the turbulent situation, and explore their personal values. As for the second phase, the researcher uncovered her personal teaching experience to broaden the interviewees’ perspectives. When it came to the last phase, the researcher adopted the "hermeneutics experience of language" approach in interacting with the interviewees on an equal basis so as to facilitate both parties’ deeper reflection on the value of education. / Through this action research, three important findings were identified. As shown in the first phase of study, it was found that the five interviewees’ relatively simple ‘fore-structure of understanding’ at their entry into the profession did have an impact on their later teaching performance. Besides, their lack of awareness of ‘the principle of history of effect’ did weaken their responsiveness to the sudden changes in the macro social setting and micro school environment. As a result, when confronted with the ‘diversity’, ‘volatility’ and ‘uncertainty’ of the teaching profession while at the same time, having to cope with the challenges brought about by the situational changes, the five interviewees suffered from a varying degree of imbalance. / From the second phase of study, it was found that ‘the principle of history of effect’ had some effect on the five interviewees’ ‘self-understanding’. The researcher made a written account of the interviewees’ narrations and then reorganized them. Reading their own stories from a different perspective not only helped them realize how ‘the principle of history of effect’ had influenced their understanding about a teacher’s role, but also threw light on different views towards teaching professionalism. The researcher’s own story further facilitated interviewees’ reflection and recollection of their teaching experiences. The researcher’s story was like a mirror, enabling the interviewees to notice the similarities and differences in their teaching as compared to the researcher’s. This interplay between familiar and strange experiences as a result made an imperceptible impact, preparing them for the next phase of ‘hermeneutics of experience of language’. / According to the findings in the third phase of study, ‘hermeneutics of experience of language’ could facilitate a teacher’s professional growth and understanding. As stated by Gadamer, exchanges had the power to transform, and as long as the exchanges were successful, both parties would experience changes. Admittedly, when the researcher and the interviewees were interacting and exchanging their experiences on a professional platform with equality and openness as well as viewing issues from new perspectives, they could get new understanding and knowledge about different educational issues. / This research has demonstrated how the five interviewees were shaped by ‘the principle of history of effect’ and how the agents of ‘narrative studies’ and ‘hermeneutics of experience of language’ enhanced teacher’s awareness and introspective capabilities in achieving teaching professionalism and rediscovering the value of education. Hopefully, every teacher will strive to work for better teaching professionalism, be open-minded and be willing to listen. Conducting professional dialogues through ‘hermeneutics of experience of language’ can help extend horizon and make way for new thinking modes of teaching and better character-building to bring about positive changes in education. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / 梁頌賢. / Parallel title from added title page. / Thesis (Ed.D.) Chinese University of Hong Kong, 2015. / Includes bibliographical references (leaves 302-311). / Abstracts also in English. / Liang Songxian.

稿本 / 論文(碩士)--香港中文大學硏究院敎育學部,1992. / 參考文獻: leaves 127-134 / 伍國雄 = A study of teachers' attitudes toward school change in Hong Kong / Ng Kwok Hung. / 鳴謝 --- p.i / 圖目 --- p.iv / 表目 --- p.v / 論文撮要 --- p.vi / 頁碼 / Chapter 第一章 --- 引言 --- p.1 / Chapter 第一節 --- 研究背景 --- p.1 / Chapter 第二節 --- 研究目的 --- p.3 / Chapter 第三節 --- 研究意義 --- p.3 / Chapter 第二章 --- 文獻探討與理念架構 --- p.5 / Chapter 第一節 --- 組織變革概念 --- p.5 / Chapter 一 . --- 名詞釋義 --- p.5 / Chapter 二 . --- 組織變革的意義 --- p.8 / Chapter 三. --- 組織變革與變革壓力 --- p.9 / Chapter 四. --- 組織變革與變革阻拒 --- p.10 / Chapter 五. --- 組織變革的形成 --- p.14 / Chapter 第二節 --- 學校變革 --- p.18 / Chapter 一. --- 學校變革的研究 --- p.18 / Chapter 二. --- 學校變革的分類及範圃 --- p.19 / Chapter 1. --- 學校變革的類別 --- p.20 / Chapter 2. --- 學校變革的模式 --- p.22 / Chapter 第三節 --- 教師對變革的態度 --- p.25 / Chapter 一. --- 影響教師對變革態度的因素 --- p.25 / Chapter 二 . --- 變革態度與關注理論 --- p.27 / Chapter 三. --- 變革態度與個人傳统性 --- p.32 / Chapter 四. --- 變革態度與組織特性 --- p.36 / Chapter 甲. --- 組織結構 --- p.37 / Chapter 乙. --- 組織文化強度（組織意識形態） --- p.41 / Chapter 丙. --- 組織變革領導方式 --- p.44 / Chapter 五. --- 變革態度與變革本質 --- p.48 / Chapter 第四節 --- 研究理念架構 --- p.51 / Chapter 第三章 --- 研究方法 --- p.58 / Chapter 第一節 --- 研究假設 --- p.58 / Chapter 第二節 --- 研究對象 --- p.61 / Chapter 第三節 --- 研究工具 --- p.61 / Chapter 第四節 --- 資料捜集 --- p.66 / Chapter 第五節 --- 資料分析方法 --- p.67 / Chapter 第四章 --- 結果之分析與討論 --- p.73 / Chapter 第一節 --- 不同背景的教師的變革態度之比較分析 --- p.75 / Chapter 第二節 --- 各單變項的相關分析 --- p.82 / Chapter 第三節 --- 各複變項的分析 --- p.91 / Chapter 第四節 --- 總述 --- p.107 / Chapter 第五章 --- 結論及建議 --- p.112 / Chapter 第一節 --- 結論 --- p.112 / Chapter 第二節 --- 研究限制 --- p.116 / Chapter 第三節 --- 建議 --- p.117 / 附錄 / Chapter 附錄1 --- 教師個人傳统性問卷 --- p.121 / Chapter 附錄2 --- 學校組織文化強度量表 --- p.122 / Chapter 附錄3 --- 學校組織結構問卷 --- p.123 / Chapter 附錄4 --- 校長領導學校變革行為量表 --- p.124 / Chapter 附錄5 --- 教師一般變革態度量表 --- p.125 / Chapter 附錄6 --- 教師關注變革量表 --- p.126 / 參考書目 --- p.127

by Ting-hong Wong. / Thesis (M.Ph.)--Chinese University of Hong Kong, 1988. / Bibliography: leaves [103]-[109].

作者 張滿常 = A study of the relationship between the ... / 據手稿本影印. / 附加書名頁題: 在職小學敎師訓練課程之畢業班學員對科學之態度之硏究. / Thesis (M.A.)--香港中文大學硏究院敎育學部. / Ju shou gao ben ying yin. / Fu jia shu ming ye ti: Zai zhi xiao xue jiao shi xun lian ke cheng zhi bi ye ban xue yuan dui ke xue zhi tai du zhi yan jiu. / zuo zhe Zhang Manchang = A study of the relationship between the ... / Thesis (M.A.)--Xianggang Zhong wen da xue yan jiu yuan jiao yu xue bu. / 作者簡歷 --- p.i / 誌謝 --- p.ii / 圖表目次　 --- p.ix / 論文提要 --- p.xiv / Chapter 第一章 --- 導　言　 --- p.1 / 問題背景　 --- p.1 / 香港在職小學教師訓練課程的發展　 --- p.6 / 研究的意義 --- p.10 / 研究的目的 --- p.11 / 研究的問題　 --- p.11 / 重要的名詞闡釋 --- p.13 / 文獻評述 --- p.15 / 測量科學態度的意義 --- p.15 / 與態度有關的文獻參攷 --- p.23 / 與科學態度有關的文獻參攷 --- p.28 / 本研究的理論基礎：Haladyna Olsen及Shauqhnessy (1982) 的理論模式 --- p.41 / 與本研究中學員回憶中三時期經驗有關的文獻參攷 --- p.60 / Chapter 第二章 --- 研究方法 --- p.64 / 研究的對象與取樣　 --- p.64 / 研究工具 --- p.65 / 研究設計 --- p.76 / 研究程序 --- p.76 / 資料分析 --- p.81 / Chapter 第三章 --- 結果與討論 --- p.83 / 本研究中全體學員對科學的態度及男女學員對科學的態度的差異 --- p.83 / 相關分析結果與討論　 --- p.85 / 複迴歸分析結果與討論 --- p.99 / Chapter 第四章 --- 總結、限制與建議 --- p.124 / 總結 --- p.124 / 研究限制 --- p.129 / 建議 --- p.132 / 參攷書目 英文部分 --- p.138 / 中文部分 --- p.153 / 附錄 --- p.158 / Chapter 　附錄一 / 甲部：學生、教師、學習環境量表 Haladyna 239}0Μ¡Shaughnessy：The Inventory of Affective Aspects of Schooling (IAAS） --- p.158 / 乙部：科學態度量表 Shriqley 239}0Μ¡ Johnson Science Att.tnde Scale (SAS) --- p.162 / Chapter 　附錄二 / 甲部：IAAS　量表中各分項的信度係數及量表的效度 --- p.163 / 乙部：SAS量表的信度係數及其效度 --- p.166 / Chapter 　附錄三　 --- 第一次預試中，IAAS量表內各分項的內在一致性信度 --- p.169 / Chapter 附錄四 --- 第二次預試中，IAAS量表內各分項的內在一致性信度 --- p.172

葉賜添. / 稿本(電腦打印本) / Thesis (M.A.)--香港中文大學敎育學部. / Gao ben (dian nao da yin ben) / Includes bibliographical references (leaves 60-64). / Ye Cidian. / Thesis (M.A.)--Xianggang Zhong wen da xue jiao yu xue bu. / 論文摘要 --- p.i / 誌謝 --- p.ii / 圖表目次 --- p.iii / Chapter 第一章 --- 引言 --- p.1 / 硏究動機 --- p.1 / 硏究目的 --- p.4 / 研究意義 --- p.4 / Chapter 第二章 --- 文献省覽及理論架構 / Chapter (一) --- 人力需求理論 --- p.5 / 人力需要假設 --- p.6 / 人力替代假設 --- p.10 / 雨種假設的論爭 --- p.12 / Chapter (二) --- 教育生產函數理論 --- p.15 / 教育產出變項 --- p.17 / 教育輸入變項 --- p.18 / 教師學歷與產出 --- p.19 / Chapter 第三章 --- 硏究方法 --- p.21 / Chapter (一) --- 硏究概念架構 --- p.22 / 硏究單位 --- p.30 / 硏究假設 --- p.31 / Chapter (二) --- 硏究設計 --- p.32 / 様本選取 --- p.32 / 硏究工具 --- p.33 / Chapter (三) --- 數據收集和分析 --- p.34 / Chapter (四) --- 硏究限制 --- p.35 / Chapter 第四章 --- 結果分析 / Chapter (一) --- 香港中學電腦教師人力狀況 --- p.37 / Chapter (二) --- 不同資歴教師之教學效果 --- p.41 / Chapter 第五章 --- 討論、建議及總結 --- p.52 / 註釋 --- p.59 / 參考文献 --- p.60 / 附錄：香港電腦教師人力資源調查問卷 --- p.65

by Tai Wai-sum. / Questionnaire in Chinese. / Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1992. / Includes bibliographical references (leaves 143-150). / acknowledgements --- p.ii / table of contents --- p.iii / list of major tables --- p.v / LIST OF FIGURES --- p.vii / abstract --- p.viii / Chapter CHAPTER 1. --- INTRODUCTION / Chapter A. --- Background --- p.1 / Chapter B. --- Research Questions --- p.1 / Chapter C. --- Significance of The Study --- p.9 / Chapter CHAPTER 2. --- LITERATURE REVIEW AND THEORETICAL FRAMEWORK --- p.12 / Chapter A. --- Categories of Teachers' Work --- p.12 / Chapter B. --- The Job Characteristics Theory --- p.15 / Chapter C. --- Challenges from Other Approaches --- p.46 / Chapter D. --- The Integrated Approach - A Compromise --- p.48 / Chapter E. --- Implications for this Study --- p.50 / Chapter F. --- Conception of the study --- p.51 / Chapter CHAPTER 3. --- METHODOLOGY --- p.60 / Chapter A. --- Definitions of Important Terms Used in the Study --- p.60 / Chapter B. --- Nature of the Study --- p.64 / Chapter C. --- Variables and Measurements --- p.64 / Chapter D. --- Pilot Study --- p.71 / Chapter E. --- Sampling Design and Procedures --- p.74 / Chapter F. --- Design of Analysis --- p.75 / Chapter CHAPTER 4. --- RESULTS AND DISCUSSION --- p.77 / Chapter A. --- The Sample --- p.77 / Chapter B. --- Findings Related to Research Question 1 --- p.80 / Chapter C. --- Findings Related to Research Question 2 --- p.95 / Chapter D. --- Findings Related to Research Question 3 --- p.108 / Chapter CHAPTER 5. --- "CONCLUSION, IMPLICATION AND LIMITATION" --- p.131 / Chapter A. --- Work Categories of Teachers' Work --- p.131 / Chapter B. --- Job Dimensions and Motivating Potential of Teachers' Job --- p.134 / Chapter C. --- Antecedents of Job Characteristics of Teachers --- p.136 / Chapter D. --- Consequences of Job Characteristics of Teachers --- p.137 / Chapter E. --- Implication and Contribution to the job Characteristics Theory --- p.139 / Chapter F. --- Limitations and Suggestions --- p.141 / BIBLIOGRAPHY --- p.143 / Chapter APPENDIX A: --- Tables of Results of The Pilot Test --- p.151 / Chapter APPENDIX B: --- Instruments Used in The Major Study --- p.155

何明生. / 複印本. / Thesis (M.A.)--香港中文大學. / Fu yin ben. / Includes bibliographical references (leaves 109-120). / He Mingsheng. / Thesis (M.A.)--Xianggang Zhong wen da xue.

by Chui Hong Sheung. / Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1988. / Bibliography: leaves 88-105.

Shum, Lai Ching. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1995. / Includes bibliographical references (leaves 131-143). / Text in English; Questionnaire in Chinese. / by Shum Lai Ching. / LIST OF FIGURES --- p.6 / LIST OF TABLES --- p.7 / Chapter CHAPTER I --- INTRODUCTION --- p.8 / Chapter 1.1 --- Background. --- p.8 / Chapter 1.2 --- Purpose of the study --- p.10 / Chapter 1.3 --- Significance of the Study --- p.11 / Chapter CHAPTER II --- LITERATURE REVIEW --- p.13 / Chapter 2.1 --- Leadership --- p.14 / Chapter 2.1.1 --- Definition --- p.14 / Chapter 2.1.2 --- Leadership theories --- p.16 / Chapter 2.1.3 --- Leadership functions --- p.22 / Chapter 2.2 --- Sex-role orientation --- p.24 / Chapter 2.2.1 --- Definition --- p.24 / Chapter 2.2.2 --- Measure of sex-role orientation --- p.25 / Chapter 2.3 --- Leadership and sex-role orientation --- p.27 / Chapter 2.4 --- Teachers' work attitudes --- p.29 / Chapter 2.4.1 --- Definition --- p.29 / Chapter 2.4.2 --- Teachers' work attitudes --- p.30 / Chapter 2.5 --- Teachers' work attitudes and woman principals' leadership --- p.31 / Chapter CHAPTER III --- CONCEPTION OF THE STUDY --- p.33 / Chapter 3.1 --- Introduction --- p.33 / Chapter 3.3 --- Sex-role orientation --- p.34 / Chapter 3.4 --- Woman leadership as a combination of sex-role orientation and leadership function --- p.36 / Chapter 3.5 --- Teachers' work attitudes --- p.38 / Chapter 3.6 --- Woman principals' leadership and teachers' work attitudes --- p.38 / Chapter 3.7 --- Summary --- p.39 / Chapter 3.8 --- Research questions --- p.41 / Chapter CHAPTER IV --- RESEARCH METHODOLOGY --- p.42 / Chapter 4.1 --- Introduction --- p.42 / Chapter 4.2 --- Definitions --- p.42 / Chapter 4.3 --- Null hypotheses --- p.45 / Chapter 4.4 --- Survey instrument --- p.46 / Chapter 4.4.1 --- Teachers' personal demographic information --- p.46 / Chapter 4.4.2 --- Measure of perceived woman principals' sex-role onentation --- p.47 / Chapter 4.4.3 --- Measure of perceived woman principals' leadership functions --- p.49 / Chapter 4.4.4 --- Measure of teachers' work attitudes --- p.49 / Chapter 4.4.5 --- Reliability of the instrument --- p.50 / Chapter 4.5 --- Sampling Merhod --- p.52 / Chapter 4.6 --- Analysis --- p.52 / Chapter 4.7 --- Limitations --- p.54 / Chapter CHAPTER V --- RESULTS AND DISCUSSION --- p.56 / Chapter 5.1 --- General Information --- p.56 / Chapter 5.2 --- Description of key variables --- p.59 / Chapter 5.2.1 --- Sex-role orientation of the woman principals --- p.59 / Chapter 5.2.2 --- Leadership functions of the woman principals --- p.68 / Chapter 5.2.3 --- Teachers' work attitudes --- p.73 / Chapter 5.2.4 --- Summary of descriptive statistics --- p.77 / Chapter 5.3 --- Findings related to research question 1 --- p.78 / Chapter 5.3.1 --- Woman principals' leadership and teachers' work attitudes --- p.78 / Chapter 5.3.2 --- "Leadership, demographic variables and teachers' work attitudes" --- p.81 / Chapter 5.4 --- Findings related to research question 2 --- p.89 / Chapter 5.4.1 --- Masculinity Raw Scores (BSRI) and Leadership Functions --- p.90 / Chapter 5.4.2 --- Femininity Raw Scores (BSRI) and Leadership Functions --- p.90 / Chapter 5.4.3 --- Masculine Sex-Role Orientation and Leadership Functions --- p.91 / Chapter 5.4.4 --- Feminine Sex-Role Orientation and Leadership Functions --- p.92 / Chapter 5.4.5 --- Androgynous Sex-Role Orientation and Leadership Functions --- p.93 / Chapter 5.4.6 --- Undifferentiated Sex-Role Orientation and Leadership Functions --- p.94 / Chapter 5 .4.7 --- Summary --- p.95 / Chapter 5.5 --- Findings related to research question 3 --- p.105 / Chapter 5.5.1 --- Profile of woman principals' leadership --- p.105 / Chapter 5.5.2 --- Effective and Ineffective Leadership Profiles --- p.108 / Chapter CHAPTER VI --- CONCLUSIONS AND IMPLICATIONS --- p.112 / Chapter 6.1 --- Demographics --- p.112 / Chapter 6.2 --- Description of key variables --- p.112 / Chapter 6.3 --- Findings related to research question 1 --- p.114 / Chapter 6.4 --- Findings related to research question 2 --- p.116 / Chapter 6.5 --- Findings related to research question 3 --- p.119 / Chapter 6.6 --- Supplementary findings --- p.121 / Chapter 6.7 --- Theoretical implication --- p.122 / Chapter 6.8 --- Practical implication --- p.127 / BIBLIOGRAPHY --- p.131 / APPENDIX --- p.144

by Lee Wai Tong, Richard. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1995. / Includes bibliographical references (leaves [133]-[142]). / Abstract / Acknowledgements / Tables / Contents page / Chapter Chapter 1 --- Introduction --- p.1 / Chapter Chapter 2 --- Literature Review: Recasting Approaches to Job Satisfaction Studies --- p.17 / Chapter Chapter 3 --- The Social Environment of the School --- p.48 / Chapter Chapter 4 --- Culture and Efficacy in Instructing Students --- p.66 / Chapter Chapter 5 --- Culture and Efficacy in Disciplining Students --- p.92 / Chapter Chapter 6 --- Conclusion --- p.122 / References --- p.131 / Appendix