Teachers’ sexual attitudes and views on sexuality education were important determinants of the efficacy of school-based sexuality education (SBSE). This study assessed teachers’ sexual attitudes, feelings and knowledge of sexual topics as well as their attitudes towards SBSE. A total of 98 teachers (mean age = 35.8, SD = 8.1; 40% were males) from two secondary schools were recruited via convenience sampling. Results of data analysis showed that teachers hold conservative sexual attitudes. Inconsistent with past research, conservative sexual attitude was associated with positive attitudes towards SBSE. Teachers felt comfortable and knowledgeable in teaching various sexual topics and showed positive attitudes towards SBSE. They also considered teaching various topics of sexuality important in sexuality education. The findings implicated that teachers’ sexual attitudes and their positive attitudes provided a fertile ground for the implementation of SBSE. Copyright © 2022 Specialusis Ugdymas. All Rights Reserved.

Teaching has often been discussed as skills hence teacher education is focused on promoting a certain set of competencies. The changing view of education has turned researchers to study the internal factor of teachers to account for teaching behavior that benefits learners. The current study is underpinned by self-determination theory (Ryan & Deci, 2000). It aims to identify work engagement as a significant factor that affect teachers to adopt teaching behavior that effectively supports learners, it also explores teachers social support behavior. It is a mixed method study including an investigation based on psychological measurement and a qualitative study based on interview. The paper first reports a survey study which is based on 309 Hong Kong junior secondary school teachers. The path analysis results showed that Work Engagement fully mediates the impact of Autonomy and Competence, as two factors of Psychological Need Satisfaction at Work, on teachers' Social Support giving. It then reports an interview study on twenty teachers as the second part study. The content analysis results suggest that social support is featured by teachers' use of questioning, dialogical feedback, authentic interaction, and metacogntive teaching in the classroom. Enabling learners to pursue a good life are identified as a common goal of teaching. The study provides a theoretical framework to explain teachers' engagement behavior. It contributes an important perspective that effective teaching and teaching competencies should be generated internally, suggesting that basic need satisfaction should be promoted as it support teacher development and student learning positively. The study also has important implications to make on teacher education and training. Copyright © 2022 RPIC.

Based on self-determination theory (SDT), this study examines the relationships of Basic Psychological Need (autonomy, competence, and relatedness) at Work (BPNW), Social Support Giving (SS), and Well-being measured by Psychological Meaningfulness, Health and Work Engagement. It addresses human beings’ integration in social environment, highlighting eudemonia satisfaction as the core of well-being. Results based on a survey on 309 Hong Kong teachers revealed that BPNW significantly predicts all the well-being indicators, the predictive patterns are mostly consistent with SDT. The results also inform that BPNW (competence and relatedness) predicts SS, and SS significantly predicts well-being. The study suggests the influential role of BPNW on teachers’ well-being, it endorses social support as an important instructional behaviour that would benefit teacher development. Implications to the development of SDT and enhancement programs promoting BPNW to boost teachers’ wellbeing will be discussed. Proposals to strengthen learning and teaching in school policies and practice are suggested. Copyright © 2021 HKERA-APERA International Conference.

Social support is a feature of instructional behaviour, it is an engaged behaviour of enthusiastic teachers. As an altruistic behaviour, teachers’ social support to students has been regarded as a factor that impact teachers’ well-being, however, this factor has yet to explore. The present study attempts to fill such research gap. The paper first reports a survey study based on 309 Hong Kong teachers. The path analysis results showed that Psychological Need Satisfaction at Work (BPNW) significantly predicts the three indicators of well-being, i.e. Psychological Meaningfulness, Health and Work Engagement. The predictive patterns of BPNW on well-being are mostly consistent. The results also suggested that the mediating effects of social support between BPNW and well-being indicators are small. Given the positive correlations with both BPNW and well-being indicators, social support can be regarded as an instructional behaviour that would benefit teacher development. The second part of the paper reports interviews of a sample of 15 teachers. Content analysis suggests that teachers’ source of satisfaction has largely derived from engaging with students, such as in assisting students’ growth, or developing good teacher-student relationships; teacher satisfaction derives from higher-order value of a job (i.e. serving students) that causes psychological meaningfulness and commitment. Implications to the development of enhancement programs promoting BPNW to boost teachers’ wellbeing and engaging teaching behaviour will be discussed. The study highlights eudemonia satisfaction as the core of well-being, for teachers, social support behaviour may be significant indicator of work engagement. Copyright © 2022 Tenth SELF International Conference.

Dialogic teaching has been demonstrated to be conducive to the development of important competencies and skills such as creativity, communication skills and critical thinking skills. Yet, the literature confirms that teacher–student interactions in the classroom are predominantly monologic rather than dialogic across subjects, grades and countries. This article reports the results of a study that evaluates the effectiveness of a Philosophy for Children (P4C) programme in facilitating the development of dialogic and inquiry teaching in teachers in Hong Kong. In the study, training and support were provided for teachers to enable them to teach P4C to their students during Integrated Humanities and English lessons. P4C was found to help enhance the teachers’ effectiveness in the classroom in terms of their ability to engage in dialogic and inquiry teaching. The findings of this study suggest that P4C plays a significant role in promoting the professional development of teachers. Copyright © 2022 University of Cambridge, Faculty of Education.

In Hong Kong, teaching ethnically diverse children (e.g. Indians, Pakistanis, Nepalis) has recently become a pressing issue. As teacher educators, we believe the crux of the issue lies in teachers’ understanding of cultural diversity. Specifically, this study adopted the theoretical framework of phenomenography to investigate the question of: What are precisely the qualitatively different ways teachers see ethnically diverse children? We recruited 81 in-service kindergarten teachers and conducted interviews and/or collected documents related to their practice of teaching. Four ways of seeing were identified: Ethnically diverse children are seen as: (A) of one and the same group, (B) not local to Hong Kong, (C) in need of support and deficient, and (D) overly devoted to their own cultures. We recommend teacher educators to discuss the descriptions of the four ways of seeing with teachers. The results of this study contribute to pedagogical knowledge of teacher educators for professional development of teachers. Copyright © 2022 Informa UK Limited.