Pre-service primary teachers' perceptions about principals in Hong Kong: Implications for teacher and principal education

Pre-service primary teachers' perceptions about principals in Hong Kong: Implications for teacher and principal education

• Lee, John Chi Kin Chinese University of Hong Kong
• Walker, Allan Chinese University of Hong Kong
• Bodycott, Peter Hong Kong Institute of Education

Asia-Pacific Journal of Teacher Education, 28(1), 53-67, 2000

Routledge

2000

• M 教師與教師教育
  • MG 教育工作人員之身份認同、態度與意見

Teachers Teacher-Principal Relationships Perception Education Hong Kong China

• Hong Kong

• 1997.7 onwards

• 小學教育

This study aimed to explore pre-service teachers' perceptions and expectations of principals, how these perceptions may influence attitude and behaviour when they start in school and how pre-service teachers' perceptions of the principalship may have been formed. In general, pre-service teachers do not expect to receive assistance from the principal during their first months of teaching. Past experience of principals has resulted in clear expectations of principal support, particularly in respect to beliefs about the influence of hierarchy, school authority and principal's workload. Others, however, expect the principal to be receptive to and supportive of innovations. Some expect support from their colleagues whilst others believe they must rely on themselves. Furthermore, the sources of beliefs about the principalship are predominantly formed during pre-service teachers' experiences in school life and teaching practice. Many of their images of the principalship tend to be negative.
[Copyright of Asia-Pacific Journal of Teacher Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/135986600109444]

• 英文

期刊論文

• 1359866X

• 10.1080/135986600109444

https://bibliography.lib.eduhk.hk/tc/bibs/6b53e5d0

2010-09-27