The problem of this study was to evaluate the effects of participation in the Hilda Taba In-Service Education Program on teachers' self concept, attitude, and selected personality characteristics.

The problem of this study was the effect of social mobility of teachers on the anxiety and academic progress of lower socioeconomic boys in spelling and arithmetic skills.

The purpose of the study was to examine the personnel administration application of teachers' self-concept, self-acceptance, self-ideal and self-concept self-ideal discrepancy scores. More specifically the study was to investigate the possible need for personnel administrators of large school systems to use some sort of psychological tool in their personnel work, and to isolate groups of teachers whose adjustment and value indices differed significantly from the indices of other groups.

Career burnout has been recognized as a syndrome marked by mental, physical and emotional exhaustion which is especially prevalent among teachers. Teacher burnout is currently a widely researched phenomenon and controversy over its definition, causes and interventions has been great. Meanwhile, the burnout construct has gained little clarity. The purpose of the present study was to determine whether identifiable personality characteristics, as measured by the Personality Research Form, were consistently associated with burnout in teachers, as measured by the Maslach Burnout Inventory and the Cognitive Burnout Scale. Moderately strong relationships were found between specific personality characeristics and reported levels of burnout. However, individual factors were not concluded to be as critical as the interaction between such factors and the environment. Future directions are discussed.

The purpose of this study was to determine the various values that can be found in teachers of an open school system and how those values differed among various teacher groups within the school. The value systems (Tribalistic, Egocentric, Conformist, Manipulative, Sociocentric, and Existential) were based on the "Levels of Psychological Existence" developed by Clare W. Graves. A values test was utilized in order to collect data. The "Values for Teaching Test" was administered to 492 teachers and staff members of the school district. Specific hypotheses regarding value differences in selective teachers and staff groups were tested. The results were significant on the following levels-- existential, sociocentric, and conformist with relation to grade level taught, educational job profile, and sex of the respondent.

All in all, the research findings had confirmed the hypotheses of this study. Demographic differences among secondary school teachers were related to stress. Self-efficacy, resiliency and school environment in various extents was related to secondary school teacher stress. This study has theoretical and practical contributions to the understanding of secondary school teacher stress in Hong Kong. Lastly, implications, limitations of this study and suggestions for future research directions were also discussed. / Moreover, structural equation modeling analysis was conducted to test and compare the goodness of fit of an overall direct effect model, a mediating model and a modified direct effect mediating model. Results indicated that the modified direct effect mediating model provided the best model fit with the data. School environment, self-efficacy and resiliency were found to be all negatively correlated to teacher stress. School environment exerted significant impact on teacher stress. Among the factors of school environment evaluated, affiliation, student support and work pressure had high correlation with secondary school teacher stress in Hong Kong. / Multivariate analysis of variance (MANOVA) was conducted to test for main effect of demographic variables on teacher stress. Findings revealed that years of teaching and school banding had significant main effect on stress. Teachers with more teaching experience were found to exhibit more stress than teachers with less experience in emotional manifestation and cardiovascular manifestation. Teachers worked in band three schools were found to be more stressful than teachers of band one and two schools in behavioural, emotional, fatigue and gastronomical manifestation of stress. / Reliability test and confirmatory factor analysis was conducted on the Teacher Stress Inventory, Generalized Self-efficacy Scale, Ego Resiliency Scale and the School-Level Environment Questionnaire and the instruments were found to be reliable and valid. / The purpose of this study are to examine whether demographic variables are related to teacher stress, if individual factors including self-efficacy and resiliency and systemic factor, school environment are related to teacher stress and how the individual factors together with the systemic factor jointly affect stress. The study is comprised of a convenient sample with 390 secondary school teachers. / Hung Oi Ling. / "April 2008." / Adviser: Alvin Leung Seung Ming. / Source: Dissertation Abstracts International, Volume: 70-03, Section: A, page: 0797. / Thesis (Ed.D.)--Chinese University of Hong Kong, 2008. / Includes bibliographical references (p. 208-231). / 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 English and Chinese. / School code: 1307.

by Tse Kin-shing. / Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1993. / Includes bibliographical references (leaves 84-91). / ACKNOWLEDGEMENT --- p.i / ABSTRACT --- p.iii / TABLE OF CONTENT --- p.v / LIST OF TABLES --- p.viii / LIST OF FIGURES --- p.ix / Chapter CHAPTER 1： --- INTRODUCTION / Background of the Study --- p.1 / The Problem --- p.6 / Purpose of the Study --- p.6 / Significance of the Study --- p.7 / Chapter CHAPTER 2: --- REVIEW OF LITERATURE / Holland's Theory of Vocational Choice --- p.10 / The Four Assumptions --- p.10 / The Six Environment and Personality Types --- p.11 / The Hexagon Model --- p.15 / Consistency --- p.17 / Congruency --- p.19 / Differentiation --- p.22 / Instruments for Measuring Personality --- p.23 / The Relationship between Teaching Performance and Congruency --- p.27 / Literature Related to Teaching Practice --- p.31 / Teaching Practice --- p.31 / The Length of Teaching Practice --- p.32 / Teaching Performance --- p.34 / Defining the Criteria of Performance --- p.36 / Factors Influence Teaching Performance --- p.40 / Evaluating Teaching Performance --- p.42 / Definition of Terms --- p.44 / Student Teacher --- p.44 / Teaching Practice --- p.45 / Teaching Performance --- p.46 / Attitudes --- p.47 / The Different Levels of Congruency --- p.48 / Chapter CHAPTER 3： --- METHODOLOGY / Method --- p.50 / Sample --- p.50 / Procedure --- p.51 / Variables --- p.53 / Null Hypotheses --- p.54 / Data Analysis --- p.54 / Chapter CHAPTER 4： --- RESULTS / Sample --- p.56 / Inter-Judge Reliability --- p.58 / Attitude Questionnaire --- p.60 / Scaling the Scores of Teaching Performance --- p.63 / Analysis of Variance on the Teaching Performance --- p.65 / Analysis of Variance on Attitude towards Teaching --- p.66 / Prediction on Teaching Performance --- p.68 / Chapter CHAPTER 5： --- "SUMMARY, DISCUSSION AND RECOMMENDATION" / Summary --- p.70 / Discussion --- p.73 / Limitation of the Study --- p.80 / Recommendation --- p.81 / REFERENCES --- p.84 / APPENDICES / Appendix I --- p.92 / Appendix II --- p.95 / Appendix III --- p.96 / Appendix IV --- p.97 / Appendix V --- p.101

by Kim-Wan Mo. / Title also in Chinese. / Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1989. / Bibliography: leaves 88-96.

Research from the fields of psychology and education suggests that a student’s mindset (beliefs about their intelligence or ability) has a tremendous impact on their setting of goals, reactions to setbacks and failures, and academic performance (Aronson, Fried, & Good, 2002; Blackwell, Trzensiewski, & Dweck, 2007; Dweck, 2000; Dweck, 2006; Good, Aronson, & Inzlicht, 2003; Good, Rattan, & Dweck, 2012; Hong, Chiu, Dweck, Lin, & Wan, 1999). It has also been found that teachers’ mindsets do not necessarily predict their students’ mindsets, namely because teachers do not always teach in ways that align with their mindset. Instead, their beliefs about the nature of mathematics have been found to predict student mindset (Sun, 2015). This may be because if teachers believe that mathematics is a subject of creativity and sense making (a multidimensional belief), they are more likely to teach in ways that emphasize conceptual development and reasoning (practices that convey a growth mindset to students), no matter their personal mindset. Whereas if teachers believe mathematics is more about the rote learning of facts and procedures (a one dimensional belief), they will present it as such (practices that convey a fixed mindset to students). The purpose of this study is to explore the relationship between pre-service mathematics teachers’ beliefs and the mindset messages conveyed through their assessment practices. The study focuses on two beliefs: (1) beliefs about mathematics and (2) beliefs about ability (mindset); and three assessment practices: (1) the assessments pre-service teachers create, (2) the feedback they provide students on those assessments, and (3) the next steps they propose after analyzing student performance on the assessment. Using a mixed-methods approach, this study combines a beliefs survey with an in-depth examination of assessments, and accompanying commentaries, submitted by six pre-service mathematics teachers. Assessments and commentaries were evaluated to determine the degree to which the described (and displayed) practices conveyed growth mindset messages, accomplished through the use of pre-existing rubrics created for the educative Teacher Preparation Assessment (edTPA), along with principles of grounded theory and the research on teaching practices that promote growth mindsets in students. Results suggested that having a growth mindset had some relation to pre-service teachers’ (1) planning of growth mindset assessments, (2) use of multiple representations in assessments, and (3) providing of feedback related to students’ efforts. Whereas pre-service teachers with fixed mindsets appeared to leave (1) more technical feedback and (2) more feedback overall. Additionally, stronger multidimensional views appeared more related to the pre-service teachers’ (1) planning of growth mindset assessments, (2) use of multiple representations in assessments, (3) praising a student’s use of a solution method or property, (4) attempting a “strengths-needs” feedback structure, and (5) allowing students to resubmit work. Weaker multidimensional views appeared related to teachers leaving feedback that praised a students’ grade. Findings of this study suggest that interventions aiming to change teacher mindsets may be insufficient for ensuring teachers engage in growth mindset practices. Instead, interventions should focus on changing teacher beliefs and practice concurrently (Philipp, 2007). Providing pre-service teachers with more specific training in the types of assessment practices that convey growth mindset messages to students, as well as requiring them to routinely reflect on their beliefs and practice, may help to accomplish these goals.

Li Yin. / "August 2002." / Thesis (Ph.D.)--Chinese University of Hong Kong, 2002. / Includes bibliographical references (p. 193-204). / 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.