This paper presents evidence that contemporary teachers in Hong Kong are confronted with professional role diffusion. The phase of stabilization, which characterized many teachers with four to six years of teaching experience in Huberman’s (1989) study, seems to have deferred. In a life history study of four teachers with six to ten year teaching experiences, the absence of a stabilization phase was found in the professional life of the informants. It is argued that the quest of excellence and accountability in school education has contributed to a prolonged period of survival and discovery phase and a rapid recurrence of stabilized and destabilized cycle.

Towards the 21st Century, the educational environment is changing at a very rapid rate and the roles and responsibilities of teachers are becoming more complex and demanding in most parts of the world. As teachers are the key actor for education quality and school effectiveness, there is an urgent need to understand the complex nature of teacher performance and develop the necessary teacher education and development programs for them. This paper aims to report the development of a multi-dimensional framework of teacher performance and draw implications for restructuring teacher education. Traditionally, studies on teacher performance and effectiveness focused mainly on the instructional behaviors of teachers, particular at the classroom level. This simplistic conception has limitations and the findings of these studies often cannot provide comprehensive implications for improving teacher education for the new century. Based on the results of an empirical study involving 789 teachers in 99 work groups of 46 primary schools in Hong Kong, this paper developed a five-dimensional framework of teacher performance, including technical performance, human performance, political performance, cultural performance, and renewal performance. - Technical performance refers to teachers' performance in planning and organizing curricular materials, classroom management, delivering instructions and presenting materials. - Human performance refers to teachers' performance in developing human relationships, providing social supports and attending students' motivation at classroom level. - Political performance refers to teachers' performance in using social power, resolving and managing conflicts in classroom. - Cultural performance refers to teacher's performance in developing shared goals for students, transforming students' values and norms to support active learning and collaboration in classrooms. - Renewal performance refers to teacher's performance in self-learning, reflection, and

In a recent large scale survey for collecting opinions and perceptions of primary school principals on teacher education, teacher competence and teacher quality, 528 school heads had responded. Descriptive summaries are stated in the report of Contextual Analysis for Programme Development of Hong Kong Institute of Education. Further analysis was done later for academic interest. In a question asking for principal's perceptions on teacher performance, 18 performance attitudes or styles each having five responses (Strongly Agree, Agree, No Idea, Disagree and Strongly Disagree) are suggested. Factor analysis with varimax rotation generates 3 factors with eigenvalue greater than l.The first factor is of our interest since it explains almost 40% of variation of the data and can be interpreted as a contrast of positive attitudes/styles versus negative ones. The factor scores and four potential explanatory variables (Age, Gender, Qualifications and School-type) were fit into an ANOVA model. It was found that age and gender show no significant difference in the perception. But both qualification and school-type exhibit significant effect on it. Moreover, the interaction of these two factors is significant. Principals who have not completed or started any local Bed program feel very happy with the performance of teachers. On the contrary, those having or studying a local Bed degree appear to be more demanding and are not so satisfied with the performance of teachers. The heads of special schools with a local Bed degree and those without one form two extreme groups in this aspect. The findings cast some light on the leadership of principles of various qualifications and school-type.

It is expected that heading towards year 2000, using Information Technology and effectively implemented Target Oriented Curriculum (TOC) in Hong Kong will become very hot issues in information era. This paper aims to examine the role change of primary school subject coordinators and how teachers face the curriculum change and instruction innovation. A questionnaire has been administered to the random sample school coordinators, followed by an interview of a selected sample. It is hoped that the results will have some implication to teacher education programs, and will enhance the "Teacher Changing Capacity" in our rapidly changing society.