Learner autonomy has been asserted by many scholars as essential to learning, and that the teacher’s role in fostering autonomy is of great importance in the institutional context of learning. In the field of language education, previous studies have looked into teachers’ beliefs in promoting autonomy mainly in the university setting in different regions of the world, such as Omen, Turkey, some countries in Europe and Hong Kong. The teachers were from a range of nationalities and cultures. A certain group of teachers in the primary education field or in a homogeneous cultural context has not been touched on. This study attempts to fill these gaps and focuses on the context of Hong Kong primary schools, aiming to find out Chinese teachers' beliefs about learner autonomy and the possible factors that influence the form of their beliefs. / published_or_final_version / Education / Master / Master of Education

Recent sociolinguistics research in the study of English has shifted from focusing only on Inner Circle English varieties in Kachru’s (1985) sense to include Outer and Expanding Circle varieties, the phenomenon of which is captured by the term ‘world Englishes’ (WE). This paradigm shift to include WE as acceptable norms has immediate impacts on English language teaching (ELT) as it is suggested that what students learn should approximate the reality of English use worldwide. Research in applied linguistics and language education has discussed the position of WE in ELT (e.g. Jenkins, 2009a), investigated teachers and learners’ perceptions about WE (e.g. Andrews, 2002; He & Li, 2009), and developed curricula that incorporate WE features (e.g. Jenkins, 2002). However, not many studies have looked into how contextual factors have impacted on English teachers’ perceptions about WE and their pedagogical practices. This thesis presents an in-depth, qualitative study that seeks answers to research questions regarding: (i) the relationship between the cognitions and pedagogical practices of WE of a group of Hong Kong English teachers; and (ii) contextual factors that may influence their reported cognitions and observed practices. Borg’s (2006) schematic conceptualisation of language teacher cognition is adopted as the theoretical and analytical framework, which postulates that language teacher cognition and practices are shaped by their schooling experience, professional coursework, contextual factors as well as their ongoing pedagogical practices. Guided by an embedded-case study approach, data were collected through semi-structured interviews, observations of lessons and activities, stimulated recall interviews and documentation analysis. This research takes a Hong Kong secondary school as a single case with five English teachers as embedded cases who participated as the main informants over a period of one school year. To obtain a more comprehensive understanding of the context, additional data were collected from other sources including school administrators, students, and education officials. An analysis of the data using Borg’s (2006) framework revealed that the informants’ cognitions of WE had been shaped by their experiences as learners, teachers and users of English. The informants’ perceptions were ‘ambivalent’: expressing an embracing view towards WE, but at the same time attaching only to British English in teaching due to local examination and curriculum requirements. The informants’ observed classroom practices also manifested such ambivalence: they were willing to teach a text containing WE features but continuously reminded students to avoid using WE in examinations. This ambivalence seemed to have rooted from their pedagogical focus only on meeting examination requirements and formal English use. Furthermore, this exclusive focus was shared not only among the English teachers, but also by their students, school administration of the case School and education officials, together forming the overarching context shaping the English teachers’ cognitions. The implications of this study are twofold. First, the informants’ exclusive preference for British English over WE for ELT seems to diverge from WE research suggestions to introduce non-Inner Circle varieties as acceptable norms. Second, their ambivalent view towards WE manifested a tension between maintaining English standards and exposing students to the sociolinguistic reality of English. The findings reveal the teacher informants’ predominant focus on teaching uses of English for examinations, which tend to focus on standard Englishes and formal genres. It is suggested that English teachers should go beyond an uncritical adherence to nation-based English varieties to develop a broader understanding of language variation that takes into account the users, uses and modes of communication (Mahboob, 2014). This study calls for (i) the inclusion of a wider range of language variation in the English curriculum; (ii) more attention to teacher education programmes in strengthening English teachers’ awareness of language variation; and (iii) raising awareness of education and assessment officials towards a broader conceptualisation of language variation. / published_or_final_version / Education / Doctoral / Doctor of Education

Apart from the introduction (Chapter 1) and conclusion (Chapter 7), this thesis comprises five chapters organized into two parts: Part I studies promotion incentives in the public sector, and focuses on the case of teachers in rural China. All teachers in China compete with their colleagues for rank promotions. I aim to answer two questions: first, whether the promotion system for teachers in China elicits effort from teachers, and second, how the design features of the promotion system affect effort incentives. Part I includes four chapters. Chapter 2 introduces the topic and provides a background on promotions for teachers in China. It also discusses related work in this area, and introduces the data that will be used in Part I. Chapter 3 presents and tests a theoretical model of promotions as an incentive device. The model treats all teachers as identical in terms of their ability, and as such, focuses on average levels of teacher effort. It predicts that effort is exerted in response to potential promotions. In addition, the model also predicts that average effort incentives are higher in promotion contests in which the wage gap is higher, the promotion rate is closer to one half, the number of teachers competing for a promotion is higher (for promotion rates between 1/3 and 2/3), and the average age of teachers in the contest is lower, or the proportion of female teachers is lower. The model is used to derive an estimating equation by which to test predictions on average levels of teacher effort. An equation is estimated for the probability of promotion as a function of teacher effort, which is proxied by the teachers' annual performance evaluation scores. There is simultaneity present as effort increases the probability of promotion, but it is also the promise of promotion that motivates effort. As a result, effort is instrumented using wage changes, which are both informative (higher wage gaps are associated with higher effort) and valid (wages only affect promotions through effort). The second stage of the regression demonstrates that effort is indeed exerted by teachers in order to win promotions. The first stage confirms the predictions of the model with regards to wage gaps, the promotion rate, and the size and composition of the pool of competitors. Chapter 4 extends the model of Chapter 3 in two ways: teachers are now treated as heterogeneous in ability, and a multi-period model of teacher effort over time is also added. This chapter focuses on individual levels of teacher effort, and on how the parameters of the promotion system interact with teacher characteristics to affect teacher effort. The predictions include that teachers in the extremes of the skill distribution will have lower incentives, and as the contest size increases these teachers will have effort incentives that are lower still, that teachers who are five or more years from promotion eligibility will have zero effort, as will teachers in the highest rank, that teacher effort will increase in the five years leading up to promotion eligibility, and that teacher effort will decrease after a teacher is eligible for promotion but has been passed over several times. An effort equation is estimated that captures all of these components, and the predictions are largely affirmed by the data. Tests are conducted in order to alleviate concerns about selection, as well as measurement error in the performance evaluation scores. Chapter 5 concludes Part I. Part II of this thesis looks at teacher labour markets, social distance, and learning outcomes in Punjab, Pakistan. Chapter 6 explores the link between the distribution of teachers in the labour market, caste differences between teachers and students, and child learning outcomes. Using rich longitudinal data from Pakistan that allows me to convincingly identify the causal effects of caste on learning outcomes, I show how the distribution of teachers across public schools induces particular matches of high and low caste teachers and students, and that these matches are highly predictive of test score outcomes. Specifically, low caste male children perform significantly better when taught by high caste teachers than when they are taught by low caste teachers. Several possible channels are explored, including discrimination in the classroom, role model effects, teacher quality, patronage, peer effects, and returns to education. Although the channel cannot be proven, the data points to high caste teachers being able to raise the already high returns to education for low caste children because they are able to assist these children in getting educational benefits and employment later on using their patronage networks. Low caste children therefore work harder to impress high caste teachers, and this results in higher learning outcomes.

本文是一個關於香港中學教師追尋「人生目標」的生命故事的研究，探討香港中學教師如何從日常生活中，與教學生活中追尋「人生目標」的經歷。 / 本研究是以深度訪談的形式，訪談了六位教學年資達十年以上，人生目標測試存有最少達到一般教師人生目標平均數值的香港中學教師。研究員將訪談收集的資料進行編碼，按資料的性質與主題去分類;在分析資料時，亦參考了研究時個人日誌的內容，與有關「人生目標」的文獻內容作比較，發現被訪教師的人生目標，都是包含有：委身承擔 (commitment)、目標導向 (goal directedness)、個人意義性 (personal meaningfulness)及超越自己 (beyond-the-self)的元素；而在追尋人生目標的歷程上，藉着「反思」與「討論」的活動，可協助被訪教師調節與鞏固其人生目標。研究中發現，因着被訪教師存有一個「以學生為中心」的專業態度，能協助他們有效地對抗因教育改革後的轉變與挑戰。 / 在被訪教師成長的歷程中，他們人生目標的建立，是曾經受到師長及照顧者(如：父母、親人)所影響及導引，而這些人生目標，亦能協助他們建立正面的信念、價值觀及生命態度，從而使他們能有效地協助他們的學生正面與健康地成長。研究的結論，能對辦學團體及教育政策的決策人，在訂立教育的方向與策劃時，具啓示的作用；同時，對於設計有關教師與學生人生目標的培訓工作上，有重要的參考價值！ / This is a research about the life stories of Hong Kong secondary school teachers to search for their purpose in life. It explored on the experiences of Hong Kong secondary school teachers how to search for their purpose in life in daily lives and teaching work. / This research adopted the in-depth interview approach and has interviewed six Hong Kong secondary school teachers who have more than ten years teaching experiences. And they also got the above average marks of local similar researches in the purpose in life test. Based on the theme and nature of the data, the researcher categorized it and coded accordingly. After making comparison among interview records, personal log book and the relevant academic literatures, these research results proved that the elements included in the purpose in life of Hong Kong secondary school teachers are: commitment, goal-directedness, personal meaningfulness and beyond the self. On the process of searching for purpose in life, Hong Kong secondary school teachers usually make good use of the reflection and discussion activities in helping them to adjust and consolidate their purpose in life as well. This research manifested that teacher with professional attitude of "student-focused" could support teacher to face the challenges by the educational reforms effectively. / In their personal growth experience, Hong Kong secondary school teachers formulate their purpose in life which was inspired by their teachers and care-takers, e.g. parents and relatives. Moreover, their purpose in life facilitated them to establish positive belief and values, as well as their good life attitudes which in turn assist their students to grow up happily and healthily. The results of this research could enlighten the school’s developmental directions to the organizing body as well as the education policy makers. Moreover, this thesis also provided as a good reference for whom wanted to design or conduct "Purpose in Life" program for teachers and students. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / 顏林發. / Parallel title from added title page. / Thesis (Ed.D.) Chinese University of Hong Kong, 2015. / Includes bibliographical references (leaves 256-281). / Abstracts also in English. / Yan Linfa.

叶菊艳. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2011. / Includes bibliographical references (leaves 293-309) / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / Ye Juyan.

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 Leung Kin Ping. / Bibliography: leaves 45-47 / Thesis (M.A.Ed.) -- Chinese University of Hong Kong, 1983

李殷泰. / 據手稿本複印. / Thesis (M.A.)--香港中文大學硏究院社會學部. / Ju shou gao ben fu yin. / Includes bibliographical references (leaves 226-232). / Li Yintai. / Thesis (M.A.)--Xianggang Zhong wen da xue yan jiu yuan she hui xue bu. / Chapter 第一章 --- 緒論 --- p.1 / Chapter 第二章 --- 文獻參閱 --- p.12 / Chapter 一 --- 關於專業性 --- p.12 / Chapter 二 --- 教師的專業性 --- p.42 / Chapter 三 --- 本文的觀點與研究焦點 --- p.58 / Chapter 第三章 --- 量度工具 --- p.70 / Chapter 一 --- 主要概念的定義和操作定義 --- p.70 / Chapter 二 --- 量度工具的效度 --- p.85 / Chapter 第四章 --- 研究設計 --- p.95 / Chapter 一 --- 資料搜集 --- p.95 / Chapter 二 --- 樣本 --- p.103 / Chapter 第五章 --- 職業專業性 --- p.115 / Chapter 第六章 --- 個人專業性 --- p.150 / Chapter 一 --- 專業性與社會人口因素 --- p.150 / Chapter 二 --- 專業性與專業之選擇 --- p.171 / Chapter 三 --- 專業性與職務滿足感 --- p.178 / Chapter 第七章 --- 摘要和結論 --- p.203 / 附錄 / Chapter 一 --- 香港學校及學生數目 --- p.216 / Chapter 二 --- 香港教師人數 --- p.217 / Chapter 三 --- 教育學院及工商師範學院學生人數 --- p.218 / Chapter 四 --- 教育職級名表 --- p.219 / Chapter 五 --- 調查問卷 --- p.221 / Chapter 六 --- 書目 --- p.226

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 Lam Miu-ling, Theresa. / Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1991. / Bibliography: leaves 95-110. / ACKNOWLEDGEMENTS --- p.i / ABSTRACT --- p.iii / LIST OF TABLES --- p.vii / LIST OF FIGURES --- p.ix / CHAPTER / Chapter I. --- INTRODUCTION --- p.1 / Nature of the problem --- p.1 / Purpose of the study --- p.6 / Significance of the study --- p.7 / Chapter II. --- REVIEW OF LITERATURE --- p.9 / Job stress --- p.9 / Theory of P-E fit --- p.14 / Individual needs --- p.17 / Job demands --- p.20 / Job future ambiguity --- p.22 / Stress and strain --- p.27 / Social support --- p.30 / Chapter III. --- FRAMEWORK OF STUDY --- p.39 / Chapter IV. --- METHODOLOGY --- p.44 / Statement of hypotheses --- p.44 / Instrumentation --- p.45 / Definition of variables --- p.52 / Sampling design --- p.53 / Research procedures --- p.54 / Statistical procedures --- p.55 / Limitations --- p.57 / Chapter V. --- RESULTS --- p.59 / Results of pilot study --- p.59 / Results of main study --- p.60 / Reliability of instruments --- p.60 / Factor analysis of strain measures --- p.61 / Descriptive statistics of variables --- p.62 / Statistical analysis --- p.67 / Chapter VI. --- DISCUSSION OF FINDINGS --- p.79 / Teacher background characteristics and job strain --- p.79 / Job stress and job strain --- p.81 / Social support and job stress --- p.83 / Social support and job strain --- p.85 / Buffering effects of social support --- p.86 / Chapter VII. --- CONCLUSIONS AND RECOMMENDATIONS --- p.88 / Conclusions --- p.88 / Recommendations --- p.89 / Recommendations for school authority --- p.90 / Recommendations for teachers organizations --- p.91 / Recommendations for the Education Department --- p.92 / Recommendations for future research --- p.92 / REFERENCES --- p.95 / APPENDIX