Guidance in Hong Kong schools: Students' and teachers' beliefs

Guidance in Hong Kong schools: Students' and teachers' beliefs

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

British Journal of Guidance & Counselling, 26(3), 435, 1998

Routledge

1998

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

Foreign Countries School Guidance Secondary Education Student Attitudes Teacher Attitudes Teacher Role Hong Kong

• Hong Kong

• 1997.7 onwards

• Secondary Education

The perceptions which students and teachers in Hong Kong have of school guidance were investigated, with specific reference to the match and mismatch in their respective views. A survey of 2,045 secondary students and 267 teachers revealed that students and teachers held similar beliefs about school guidance, demonstrating convergence rather than divergence in perceptions. The results showed assent by both groups to proactive and developmental guidance, with some reservations about remedial guidance. Both groups affirmed the role of teachers in individual guidance and its helpfulness, and teacher participation in guidance as a means of school improvement of guidance. Divergence in views was mainly in the magnitude of agreement. Moscovici's theory of social representations is employed to explain the findings. Implications of the findings for the concept and development 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/10.1080/03069889808253854]

• English

Journal Articles

• 03069885

• 10.1080/03069889808253854

https://bibliography.lib.eduhk.hk/en/bibs/88ac615c

2010-09-08