This study was conducted in a Hong Kong secondary school and investigated teachers' views of a nontraditional reporting system referred to as "the narrative student report." The report facilitates delivery of descriptive feedback to students to encourage their development as self-regulated learners. A single location case-study was used with ethnographic components (long-term observation in natural setting, interviews, discussion). Information was collected mainly from observations and individual interviews with 15 teachers. The school is an "inviting school" that has adopted the Invitational Education model as a way of energizing students to realize their full potential. The findings here confirmed data from a previous study that examined students' views of the same system. The students identified four crucial influences that affect the success of the system. To this list, teachers here have added three more influences — teachers' shared beliefs, various learning opportunities, and teachers' professional development. The findings are interpreted from the perspective of invitational education. Copyright © 2013 The Hong Kong Professional Counselling Association.

This qualitative study, conducted in Hong Kong between September 2009 and August 2011, explored the contextual factors that may influence the effectiveness of a well-established but atypical reporting system utilized in an inviting secondary school. An inviting school is intentionally adopting policies and practices that are compatible with the Invitational Theory (Purkey & Novak, 1996). In this investigation, information gleaned from fieldwork observations was compared to factors that had emerged from a previous study (Chung & Yuen, 2012), which used interviews with students. The findings confirmed the factors from this previous study, namely the importance of constructive comments and teacher-student relationships, as well as revealed additional influential factors—teachers' beliefs, professional development and communication strategies. These factors appeared to connect strongly with the basic beliefs of invitational education. The findings enrich invitational theory in relation to the value of reporting systems as a major adjunct to the curriculum. Inviting schools may preoccupy the advantages to transform their existing reporting system into an individual Education Program for more diverse needs in msainstream schools. The study also revealed difficulties of a contextual nature that the school was encountering while implementing the reporting system. 這次質性研究於零九年九月至一一年八月在香港一所啟發潛能中學裡進行，探討該校一個建立已久卻又非傳統的成績報告系統，嘗試找出什麼情境因素會影響著這樣一個系統有效地推行。一所啟發潛能學校是刻意推行一些與啟發潛能理論相配合的政策與實踐 (Purkey & Novak, 1996)。在這次研究中，實地視察所蒐集的資料與之前透過與學生面談而浮現的因素作比較 (Chung & Yuen, 2012)。這次發現確定了之前研究所指出的因素，這包括建設性評估、師生關係的重要性，並且發現一些新的因素，包括教師的信念、專業發展，以及溝通策略。這些因素明顯跟啟發潛能理論中的基礎信念有很多強的關鍵。這些發現豐富了啟發潛能理在有關成績報告系統的範疇上的意義，這是與課程有重要關連的部份。啟發潛能學校可能具備優勢把現有的成績報告系統轉化為「個別化學習計劃」以照顧主流學校中的多元需要。這次研究亦揭示墦推行這種成績報告系統時，學校在真實情境中面對著的不同困難。
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