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

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

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Doctoral / Doctor of Philosophy

by Law Ning Chi. / Added t.p. in Chinese and English. / Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1992. / Includes bibliographical references. / ACKNOWLEDGEMENTS --- p.i / ABSTRACT --- p.ii / LIST OF TABLES --- p.iii / INTRODUCTION / Background of the study --- p.1 / Purpose of the study --- p.5 / Concept of humor --- p.6 / Concept of burnout --- p.8 / REVIEW OF RELATED LITERATURE / Humor / Some of the early humor theories --- p.11 / Humor in education --- p.14 / Measure of sense of humor --- p.20 / Burnout / Prevalence of teacher burnout --- p.22 / Symptoms of teacher burnout --- p.23 / Sources of stress and burnout --- p.25 / Measure of burnout --- p.27 / Humor and Burnout --- p.29 / METHOD / Measures --- p.33 / Hypothesis --- p.35 / Pilot Study --- p.36 / Main Study --- p.36 / RESULTS / Reliability of Instruments --- p.40 / General Comparisons --- p.40 / Relation between Humor and Burnout --- p.46 / Prediction of Burnout by Humor --- p.54 / DISCUSSION / Teacher Burnout Phenomenon in Hong Kong --- p.64 / "Teachers' Background Characteristics, Humor, and Burnout" --- p.64 / Humor and Burnout --- p.66 / Recommendations for Future Research --- p.68 / REFERENCES / APPENDICES

by Chow Hung Wai. / Added t.p. in Chinese. / Includes questionaire in Chinese. / Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1994. / Includes bibliographical references (leaves 122-141). / TABLE OF CONTENTS --- p.i / ACKNOWLEDGMENTS --- p.iv / ABSTRACT --- p.v / LIST OF TABLES --- p.vii / LIST OF FIGURES --- p.ix / Chapter CHAPTER I --- INTRODUCTION / Chapter 1.1 --- Background --- p.1 / Chapter 1.2 --- Purpose of the Study --- p.8 / Chapter 1.3 --- Significance of the Study --- p.9 / Chapter CHAPTER II --- LITERATURE REVIEW AND THEORETICAL FRAMEWORK / Chapter 2.1 --- Concept of Leadership --- p.13 / Chapter 2.1.1 --- Definition of Leadership --- p.13 / Chapter 2.1.2 --- Overview of Major Approaches to Leadership --- p.16 / Chapter 2.1.3 --- Antecedents to and Outcomes of Leadership --- p.38 / Chapter 2.2 --- Concept of Teachers' Self Concept --- p.41 / Chapter 2.2.1 --- Development of Self concept Studies --- p.41 / Chapter 2.2.2 --- Definition and Formation of Self Concept --- p.44 / Chapter 2.2.3 --- Structure and Content of Self Concept --- p.46 / Chapter 2.2.4 --- Outcomes of Teachers' Self Concept --- p.57 / Chapter 2.3 --- Conception of the Study --- p.59 / Chapter 2.3.1 --- Principals' Leadership --- p.59 / Chapter 2.3.2 --- Teachers' Self Concept --- p.60 / Chapter 2.3.3 --- Principals' Leadership and Teachers' Self Concept --- p.61 / Chapter CHAPTER III --- RESEARCH METHODOLOGY / Chapter 3.1 --- Definitions --- p.67 / Chapter 3.2 --- Hypothesis of the Study --- p.69 / Chapter 3.3 --- Nature of the Study --- p.70 / Chapter 3.4 --- Unit of Analysis --- p.70 / Chapter 3.5 --- Instruments --- p.70 / Chapter 3.6 --- Sampling Design --- p.75 / Chapter 3.7 --- Analysis Design --- p.77 / Chapter 3.8 --- Limitations --- p.78 / Chapter CHAPTER IV --- RESULTS AND DISCUSSION / Chapter 4.1 --- "General Information of the Principals, Schools and Teachers" --- p.81 / Chapter 4.1.1 --- General Information of the Principals and the Schools --- p.81 / Chapter 4.1.2 --- General Information of the Teachers --- p.84 / Chapter 4.2 --- Preliminary Analysis --- p.87 / Chapter 4.2.1 --- Means and Standard Deviations of Teachers' Self Concept Measures --- p.87 / Chapter 4.2.2 --- Means and Standard Deviations of Principals' Transformational Leadership Measures --- p.88 / Chapter 4.2.3 --- Correlation between Variables of Teachers' Self Concept --- p.89 / Chapter 4.2.4 --- Correlation between Variables of Principals' Transformational Leadership --- p.93 / Chapter 4.2.5 --- Teachers' Demographic Characteristics and Self Concept --- p.95 / Chapter 4.2.6 --- "Principals' Demographic Characteristics, School Contextual Variables and Transformational Leadership" --- p.100 / Chapter 4.3 --- Main Analysis --- p.105 / Chapter 4.3.1 --- Correlation between Principals' Transformational Leadership Measures and Teachers' Self Concept Measures --- p.105 / Chapter 4.3.2 --- Relationship of Teachers' Self Concept to Teachers' Demographic Characteristics and Principals' Transformational Leadership --- p.108 / Chapter CHAPTER V --- CONCLUSIONS IMPLICATIONS AND RECOMMENDATIONS / Chapter 5.1 --- Conclusions --- p.113 / Chapter 5.2 --- Implications --- p.116 / Chapter 5.3 --- Recommendations --- p.118 / BIBLIOGRAPHY --- p.122 / APPENDIX A Summary of Cronbach Alpha and Validity for the Instruments --- p.142 / APPENDIX B Instrument used in the Main Study --- p.143

張秋芳. / "2006年8月" / 論文(哲學碩士)--香港中文大學, 2006. / 參考文獻(leaves 81-100). / "2006 nian 8 yue" / Abstracts in Chinese and English. / Zhang Qiufang. / Lun wen (zhe xue shuo shi)--Xianggang Zhong wen da xue, 2006. / Can kao wen xian (leaves 81-100). / Chapter 第一章 --- 緒論 --- p.1-4 / Chapter 1.1 --- 研究背景 --- p.1-2 / Chapter 1.2 --- 硏究目的 --- p.2-3 / Chapter 1.3 --- 研究意義 --- p.3-4 / Chapter 第二章 --- 文獻綜述 --- p.5-9 / Chapter 2.1 --- 作文批改的硏究 --- p.5-8 / Chapter 2.1.1 --- 硏究作文批改的方法 --- p.6 / Chapter 2.1.2 --- 硏究作文批改的焦點 --- p.5-6 / Chapter 2.1.3 --- 硏究作文批改的評語 --- p.6-8 / Chapter 2.1.4 --- 小結 --- p.7-9 / Chapter 2.2 --- 後設認知的理念(The concept of metacognition) --- p.9-18 / Chapter 2.2.1 --- 理念源起 --- p.9-10 / Chapter 2.2.2 --- "後設認知知識(knowledge of the cognition, metacognitive knowledge)" --- p.10-14 / Chapter (1) --- 陳述性知識(declarative knowledge) --- p.10-11 / Chapter I. --- 個體知識(person category) --- p.11 / Chapter II. --- 課業知識(task category) --- p.11-12 / Chapter III. --- 策略知識(strategy category) --- p.12 / Chapter (2) --- 程序性知識(procedural knowledge) --- p.12-13 / Chapter (3) --- 條件性知識(conditional knowledge) --- p.13-14 / Chapter 2.2.3 --- 後設認知調控(regulation of cognition) --- p.14-18 / Chapter (1) --- 計劃(planning) --- p.15 / Chapter (2) --- 信息處理策略（information management strategy) --- p.15-16 / Chapter (3) --- 監控(monitoring) --- p.16-17 / Chapter (4) --- 清除障礙策略(debugging strategies) --- p.17-18 / Chapter (5) --- 評估(evaluation) --- p.18 / Chapter 2.2.4 --- 小結 --- p.18 / Chapter 2.3 --- 後設認知的硏究方法及本硏究模式的依據 --- p.18-25 / Chapter 2.3.1 --- 問卷量表的模式 --- p.18-19 / Chapter 2.3.2 --- 訪談模式 --- p.19-23 / Chapter 2.3.3 --- 有聲思考模式 --- p.23-24 / Chapter 2.3.4 --- 小結 --- p.24-25 / Chapter 2.4 --- 文獻綜述總結 --- p.25-26 / Chapter 第三章 --- 研究方法 --- p.27-36 / Chapter 3.1 --- 研究對象 --- p.27-32 / Chapter 3.2 --- 研究工具 --- p.27-32 / Chapter 3.2.1 --- 批改工具：學生作文樣本 --- p.27-29 / Chapter (1) --- 作文次數 --- p.27-28 / Chapter (2) --- 年級 --- p.28 / Chapter (3) --- 水平 --- p.28 / Chapter (4) --- 體裁 --- p.28 / Chapter (5) --- 文體字數 --- p.28 / Chapter (6) --- 實驗前樣本處理 --- p.28-29 / Chapter 3.2.2 --- 分析工具：訪談問題 --- p.29-32 / Chapter (1) --- 訪談問題的理念依據 --- p.29-30 / Chapter (2) --- 訪談問題的設計特色 --- p.30 / Chapter (3) --- 訪談問題的樣本 --- p.31-32 / Chapter 3.3 --- 硏究程序 --- p.33-34 / Chapter 3.3.1 --- 教師批改作文的程序 --- p.33 / Chapter 3.3.2 --- 硏究員現場觀察記錄 --- p.33 / Chapter 3.3.3 --- 提問問題 --- p.34 / Chapter 3.3.4 --- 攝影及錄音 --- p.34 / Chapter 3.4 --- 硏究資料分析架構 --- p.34-35 / Chapter 3.5 --- 訪談資料的處理 --- p.36 / Chapter 3.5.1 --- 書面轉譯 --- p.36 / Chapter 3.5.2 --- 建立後設認知分析指標及編碼的過程 --- p.36 / Chapter 3.5.3 --- 後設認知分析指標及編碼的信度 --- p.36 / Chapter 第四章 --- 硏究結果報告及討論 --- p.37-72 / Chapter 4.1 --- 受試者個人的後設認知表現 --- p.37-52 / Chapter 4.1.1 --- 教師甲的個人檔案 --- p.37-40 / Chapter 4.1.2 --- 教師乙的個人檔案 --- p.40-43 / Chapter 4.1.3 --- 教師丙的個人檔案 --- p.43-48 / Chapter 4.1.4 --- 教師丁的個人檔案 --- p.48-52 / Chapter 4.1.5 --- 小結 --- p.52 / Chapter 4.2 --- 四位受試者相同、不同的後設認知表現 --- p.53-72 / Chapter 4.2.1 --- 非在線相同、不同的後設認知表現 --- p.53-59 / Chapter (1) --- 陳述性知識(declarative knowledge) --- p.53-59 / Chapter I. --- 個體知識(person category) --- p.53-54 / Chapter II. --- 課業知識(task category) --- p.55-56 / Chapter III. --- 策略知識(strategy category) --- p.56-57 / Chapter (2) --- 程序性知識(procedural knowledge) --- p.57-58 / Chapter (3) --- 條件性知識(conditional knowledge) --- p.58-59 / Chapter 4.2.2 --- 小結 --- p.59 / Chapter 4.2.3 --- 在線相同、不同的後設認知表現 --- p.60-72 / Chapter (1) --- 計劃(planning) --- p.60-61 / Chapter (2) --- 訊息處理策略(information management strategy) --- p.61-63 / Chapter (3) --- 監控(monitoring) --- p.63-67 / Chapter (4) --- 清除障礙策略(debugging strategy) --- p.67-71 / Chapter (5) --- 評估(evaluation) --- p.71-72 / Chapter 4.2.4 --- 小結 --- p.72 / Chapter 4.3 --- 後設認知硏究在作文批改範疇的獨特之處 --- p.73-75 / Chapter 4.3.1 --- 教師對批改對象的獨特之處 --- p.73-74 / Chapter 4.3.2 --- 教師對課業理解的獨特之處 --- p.74-75 / Chapter 4.3.3 --- 小結 --- p.75 / Chapter 4.4. --- 第四章總結 / Chapter 第五章 --- 總結 --- p.77-80 / Chapter 5.1 --- 硏究結果撮要 --- p.77_79 / Chapter 5.2 --- 硏究限制 --- p.80 / Chapter 5.3 --- 建議 --- p.79-80 / 參考書目 --- p.81-92 / 表格 / 表一 Straub(2000)歸納教師的批改的焦點及方式 --- p.7 / 表二 後設認知闡述以及教師批改作文行爲的後設認知槪念闡述 --- p.19-20 / 表三 訪談問題 --- p.31-32 / 表四 本硏究的程序以及模式 --- p.33 / 表五 資料分析架構 --- p.34-35 / 附錄文件 / 附錄一 Schraw &Dennison(1994)後設認知覺知指標（Metacognitive Awareness Inventory，MAI) --- p.93-95 / 附錄二 受訪者的分析結果 --- p.4份 / 註釋　　　　　　　　　　　　　　　　　　　　　　 --- p.96-100

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education