Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
374763 | Teaching and Teacher Education | 2009 | 11 Pages |
Abstract
This article examines the commitment of Hong Kong teachers in the decade after the political transition in 1997, when large-scale education reforms were launched. The life history method was employed to investigate teachers’ self-appraisal of their commitment levels in their career course and factors contributing to such trends. Findings not only affirm the previous view that teacher commitment involves the interplay of personal, workplace and education systemic factors but also illuminate how these factors interplay differently to effect sustained/increased or decreased commitment. ‘Love for students’ is argued to be a crucial personal factor which counteracts unfavorable external conditions to sustain teacher commitment.
Keywords
Related Topics
Social Sciences and Humanities
Social Sciences
Education
Authors
Pik Lin Choi, Sylvia Yee Fan Tang,