Although kindergarten work environments in Hong Kong and overseas have been found to be unfavourable, a smaller than expected number of teachers have displayed a low level of subjective well-being (SWB). This research aimed to investigate how SWB could be predicted by perceived work environment, personality types, and resilience. It also examined the mediating functions of resilience in the relationships of perceived work environment and personality types to SWB. 　　In this research, SWB was represented by job satisfaction, measured by the Job Satisfaction Survey; self-esteem, assessed by the Rosenberg Self-Esteem Scale; and mental health complaints, captured by the General Health Questionnaire-12. Perceived work environment comprised psychosocial and non-psychosocial aspects, with the former evaluated by the School Culture Survey and the latter measured by the Kindergarten Ergonomics-Manpower Inventory (KEMI), a new inventory developed in Study 2. Personality types were measured by the Myers-Briggs Type Indicator. Resilience was represented by hardiness and optimism, which were captured by the Hardiness Scale and the Revised Life Orientation Test, respectively. 　　This research adopted a mixed method design and comprised four studies. Study 1 was the pilot study involving 64 teachers in validating seven inventories and exploring the relationships between perceived school culture, personality types, hardiness, optimism, job satisfaction, self-esteem, and mental health complaints. Data analyses using SPSS 17 revealed that perceived school culture and personality types were significantly related to job satisfaction, self-esteem, and mental health complaints. Hardiness, but not optimism, mediated the relationships of perceived work environment and personality types to job satisfaction, self-esteem, and mental health complaints. 　　 Study 2 developed a new inventory (i.e. KEMI) to measure kindergartens’ non-psychosocial work environments and comprised two stages. The first stage involved two panels of 10 kindergarten principals in the item pool development and 141 teachers rating the items. The second stage was the cross-validation of the findings and involved 125 teachers. Data analyses using SPSS 17 and AMOS 18 showed that items in the KEMI clustered into five subscales, of which the “Ergonomics” subscale contributed the largest variances. 　　 Study 3 was the main study, involving 371 teachers. It investigated how job satisfaction, self-esteem, and mental health complaints were predicted by perceived school culture, perceived ergonomics-manpower, personality types, hardiness, and optimism, and how hardiness and optimism mediated the relationships of perceived work environment and personality types to job satisfaction, self-esteem, and mental health complaints. Data analyses using SPSS 17 and AMOS 18 revealed that perceived work environment predicted job satisfaction, but its effects on self-esteem and mental health complaints were fully mediated by hardiness and optimism. Teachers were predominantly sensing-feeling-judging types. Teachers who were extraverted, intuitive, feeling, judging types tended to perceive their work environments more favorably and to show higher levels of SWB. 　　Study 4 aimed to enrich the interpretations of the quantitative findings by interviews with 24 teachers (volunteers from the participants in Study 3) in four focus groups. Five main themes and two sub-themes emerged. 　　Theoretical and practical implications of the findings are discussed. Recommendations for future research directions are also made. / published_or_final_version / Education / Doctoral / Doctor of Philosophy

This mixed-methods exploratory study of 34 ESL university teachers in Hong Kong sought to investigate the relationship between teachers’ beliefs about teaching and learning, their epistemological beliefs, and their classroom practice. Generally, findings indicate beliefs are formed though teachers’ past learning experiences, and professional education. Higher sophistication in teacher epistemology positively impacted classroom practice, probably facilitated through regular self-reflection and greater cognitive engagement, with teachers focusing more on student learning, and preparing students for independent study. / published_or_final_version / Education / Master / Master of Education

With advancements in information technology, people can now access enormous amounts of information with ease. The education system, which plays a vital role in developing our future, has undergone important changes. In the past decades, nearly every part of the education process, from curricula design, assessment methodologies, to teaching methodologies, have been scrutinized. As a result, a series of reforms or changes have been implemented. The purposes of the present study are to investigate more about perceptions and attitudes of secondary school mathematics teachers towards the use of computers in their teaching. Besides, the factors affecting teachers’ attitudes towards computer application in teaching are also analyzed. Finally, the study will also explore the effectiveness of students’ learning through cooperative learning One class of 36 students from 5C, aged 14-16, were invited to participate in this research by using the DMS of GeoGebra for teaching the topics of ‘Basic Properties of Circles’. The teaching outcome of 5C would then be compared with 2 other classes of 5A and 5B, which would be taught by my peer teachers. 5A and 5B’s teachers would employ conventional teaching methods to teach ‘Basic Properties of Circles’ (i.e. the Control Group). Five student worksheets for Basic Operation of GeoGebra and each sub-topic of “Basic Properties of Circles” were devised (see Appendices I to V). Those 5 students were all asked to fill in the questionnaire I. Besides, 12 mathematics teachers were asked to fill in the questionnaire I (see Appendix VIII) of Mathematics with Technology Perceptions Survey (MTPS) in order to investigate their perceptions of using information technology (IT) in teaching mathematics. The purpose of the MTPS items was to ascertain the prevalence of key attitudes and perceptions creating barriers or enabling teachers’ intentions to alter their practice and to teach mathematics with technology. Demographic data of MTPS items were collected on gender, age group, years of teaching, education level, teacher training, teaching level and subject taught. During the whole study, video-recording was taken. In addition, my two peer teachers from classes 5A and 5B were also invited to have an interview. Then, they were asked to fill in the questionnaire II (see Appendix XIII) in order to investigate their’ intention in using the DMS of GeoGebra for teaching and learning mathematics in Secondary 5 classes. Besides, 14 students were randomly selected in order to find out the effects of their learning by using DMS of GeoGebra through peer groups, and these 14 students were invited to complete an extended version of questionnaire II (see Appendix X). Finally, students were asked to conduct a test (see Appendix VI) in order to compare the learning outcome of students learning ‘Basic Properties of Circles’ with the DMS of GeoGebra with those learning in its absence. It is suggested that the integration of computer in learning mathematics should be required. Schools need to make full use of technology to guide students to learn as much as possible. Also, leadership needs to be available to teachers and to provide an in-service education in technology use, so that technology use was operating as well as possible. / published_or_final_version / Education / Master / Master of Education

This research aims at finding out the effects of teaching beliefs of History teachers in interpreting NSS Liberal Studies curriculum. Using autoethnography as the research methodology, the researcher, as a novice History teacher, reflected on his curriculum interpretation in comparison to other LS teachers in his context. This self-narrative is then compared with another History teacher's curriculum interpretation in its respective context. The findings of the research identified some common features between the two History teachers in LS curriculum interpretation. They are more likely to highlight the importance of socio-historical context to an issue and transfer from History studies the training of source interpretation skills and argument formation of students and the expertise towards political concepts in the Liberal Studies curriculum. This subjective curriculum interpretation forms the perceived LS curriculum of History teachers. Moreover, the subjective curriculum interpretation is a dynamic process. Individual teacher’s beliefs dynamically balance and rebalance factors in context, between a spectrum from individual teacher’s belief to socio-cultural contextual demands and constrains. Lastly, the complexity in the socio-cultural context correlates to the extent of manifestation of individual teacher’s belief in the subjective Liberal Studies curriculum interpretation. Between the two History teachers, the History teacher, who was situated in a more individualistic and cooperative context, transferred much more teaching beliefs in interpreting Liberal Studies curriculum. On the contrary, another History teacher projected limited teaching beliefs in LS curriculum situation. The more collaborative context leveled individual teacher’s teaching belief. Teacher’s belief is a moderator in context. / published_or_final_version / Education / Master / Master of Education

Early childhood inclusive education (ECIE) has been advocated in Hong Kong and other societies for decades. Anecdotal evidence, however, suggests that there might be some gaps between teachers’ beliefs and their practices regarding ECIE in Hong Kong. Although a large number of studies on the implementation of ECIE have been conducted in western countries, there are very few in a Hong Kong context. Therefore, this thesis is dedicated to the investigation of Hong Kong kindergarten teachers’ beliefs and practices regarding ECIE with two studies. Study One was designed to be quantitative in nature, examining Hong Kong kindergarten teachers’ beliefs and practices of ECIE by surveying 184 practitioners. Responses revealed that Hong Kong teachers: (1) shared mixed beliefs in both inclusive education and special education; (2) had positive attitudes toward children with special education needs; and also (3) had positive attitudes toward inclusive practices. However, most of them reported that they had failed to put ECIE into practice. Further analyses found a significant school type effect: the teachers in special child care centers (SCCC) and kindergartens with integrated programs (IP) had more positive attitudes toward ECIE and tended to use more individualized practices than those working in kindergartens without IP. In addition, the special education teachers were found to hold the most coherent beliefs and practices of ECIE among all the samples. Study Two was a multiple case study of five early childhood settings, with a focus on the gaps between teachers’ beliefs and practices of ECIE. The validity was established by triangulating the data sources (principal, general teachers, and IP teachers) and methods (classroom observation, interviews, and document analysis). The results indicated that: (1) there was no consistent pattern in teaching schedules, settings, curricula in the five cases; (2) the principals and teachers had mixed beliefs in ECIE and special education; (3) there was a remarkable belief-practice gap in ECIE; and (4) and the teachers from SCCC, kindergartens with IP, and those without IP had different attitudes about communication with parents, perceived behavioral control and intention, and the practical difficulties in ECIE implementation. These qualitative findings were consistent with those found in Study One. The thesis is believed to offer a contribution to the theoretical and practical development of ECIE. This study provides empirical evidence to the early childhood policymaking. The findings imply that the educational authorities need to provide more resources, teacher training, and support to facilitate the implementation of ECIE in Hong Kong. The limitations of this research and future directions are discussed, and some suggestions about how to bridge teachers’ beliefs and practice gaps are also made. / published_or_final_version / Education / Doctoral / Doctor of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education