A whole-school approach to guidance: Hong Kong teachers' perceptions

A whole-school approach to guidance: Hong Kong teachers' perceptions

• Hui, Eadaoin K. P. Dept. of Education, University of Hong Kong

British Journal of Guidance & Counselling, 30(1), 63-80, 2002

Routledge

2002

• M Teachers & Education for Teachers
  • MG Identities, Attitudes & Opinion of Educational Workers
• N Students & Student Services
  • NH Guidance, Counselling & School Social Work

Comprehensive Guidance Foreign Countries Program Implementation School Guidance Student Development Teacher Attitudes Hong Kong

• Hong Kong

• 1997.7 onwards

• Secondary Education

This qualitative study involving 30 teachers, followed by a survey of 895 teachers, investigated Hong Kong teachers' perception of a whole-school approach to guidance and its practice. Findings revealed that teachers perceived a whole-school approach as fostering student development and as a system of management. Teacher dedication, communication, and team spirit were considered as facilitating factors for its implementation. Findings also revealed an overall mismatch between teachers' beliefs about a whole-school approach and their perceived school reality, and that a wholeschool approach was not seen as practised in the majority of schools. There was a close relationship between schools' guidance focus and their implementation of a whole-school approach. Schools implementing a whole-school approach were considered to have both a preventive and developmental guidance focus and practice. Implications for the implementation of guidance are discussed.
[Copyright of British Journal of Guidance & Counselling is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/030698880220106528]

• English

Journal Articles

• 03069885

• 10.1080/030698880220106528

https://bibliography.lib.eduhk.hk/en/bibs/0f06c548

2010-09-06