A teacher professional identity scale was developed for Hong Kong in-service teachers to measure the professional identity of teachers. Most studies of professional identity have been qualitative. The present study tried to examine this important concept using a quantitative method. Based on various studies, one of the ways of understanding the professional identity of teachers was through teachers' roles and practices. This study described the procedure for developing a professional identity scale according to the practices of professional teachers. The final version of the scale included 19 items. Overall, this scale was found to be valid and reliable for measuring the professional identity of Hong Kong in-service teachers in both pilot and main studies.
[Copyright of Journal of In-Service Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/13674580802003060]

This article reports the development of a teacher self-efficacy scale that aims to accommodate the complexity of teacher functioning in secondary schools in times of education reforms in Hong Kong. The scale was designed to assess six domains of teacher self-efficacy: teaching highly able learners, classroom management, guidance and counselling, student engagement, teaching to accommodate diversity, and teaching for enriched learning. The total scale and the six subscales were evaluated based on the responses of 159 Hong Kong Chinese prospective and in-service teachers for internal consistency and construct validity, and for convergent and discriminant validation with external measures.
[Copyright of Educational Psychology is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/01443410701491833]

The Hong Kong Classroom Environment Scale (HKCES) is a new instrument designed to assess upper primary and junior secondary school students' perceptions of actual and preferred classroom environment. The development of the scale involved 2 stages of study. In the 1st stage of study, exploratory and confirmatory factor analyses clearly identified 4 dimensions of classroom environment: teacher involvement, teacher support, order and student involvement and collaborativeness. In the 2nd stage of study, the instrument was administered to a new sample of about 6,000 students from 13 primary schools and 5 secondary schools for cross-validation.
[Copyright of Educational Research & Evaluation is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1076/edre.9.4.317.17813 ]

The Chinese Value of Learning Scale (CVLS) is a 5-item instrument for assessing the value of learning in Chinese culture. The psychometric properties of CVLS were investigated in a convenient sample of 583 Chinese soon-to-be-aged adults in Hong Kong. CVLS possesses high internal consistency and exhibited satisfactory short-term test-retest reliability. CVLS also exhibited high face validity and mild convergent validity with other 48-item openness-to-experience scale (OTES) from Revised NEO Personality Inventory, and is significantly related to the past and actual learning experience. In view of its brevity and easy administration, CVLS offers a useful instrument to further investigate the value of learning in Chinese culture and its possible relationship with adults' learning behaviour.
[Copyright of Educational Gerontology is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/03601270600846675]