This study explores two novice nontraditional teacher educators' identity (re)construction in different universities in Hong Kong. Drawing on data from in-depth interviews, field observation, and informal communication, the findings demonstrate how the two novice teacher educators, without formal school teaching experience, underwent different identity change trajectories (i.e., from identity conflicts to identity deficits and vice versa), influenced by their personal beliefs and aspirations as well as contextual demands in higher education. The findings provide insights into the under-researched area of nontraditional teacher educators' professional development and offer useful implications on how to prepare and develop effective and committed teacher educators in Hong Kong and similar educational contexts where teacher education is mainly housed in higher education institutions. Copyright © 2019 Elsevier Ltd. All rights reserved.

Teacher well-being is a critical factor affecting job performance and thus, significant for enhancing quality teaching. Based on the job demands-resources model, this study examines the mediating effects of teachers' self-monitoring and self-efficacy on the relationships between the emotional job demands of teaching and trust in colleagues and teacher well-being. A questionnaire was administered to 1115 primary school teachers in Hong Kong. The results highlight the maladaptive role of self-monitoring as a personal demand and the adaptive role of self-efficacy as a personal resource: self-monitoring is positively related to anxiety and depression; self-efficacy is positively related to enthusiasm and contentment and negatively related to anxiety and depression. The results not only support the beneficial role of trust in colleagues, which is positively associated with teacher self-efficacy and well-being, but also reveal the rewarding side of emotional job demands in enhancing teacher self-efficacy. Theoretical contributions and practical implications are discussed.
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The purpose to this paper is to explore the relationship between teachers' perceived spiritual leadership and organizational commitment. A survey was conducted to collect data from a sample of 2,094 teachers from 117 primary and secondary schools in Hong Kong. Questionnaire developed by Fry et al. (2005; Fry, 2003; Karadag, 2009) was used to measure teachers' perceived spiritual leadership and spiritual survival in their schools. Eighteen items were used to measure the three factors of teachers' organizational commitment: affective commitment, continuance commitment, and normative commitment (Meyer, Allen, & Smith, 1993). The analyses were conducted using multilevel confirmatory factor analysis (MLCFA) and multilevel structural equation modeling (MLSEM). The current study has illustrated how membership and meaning/calling play a mediating role between spiritual leadership and organizational outcomes. It has shown that the influence of spiritual leadership on membership is apparently stronger at the school level than is it at the teacher level. This reflects, to an extent, the observation that qualities operate at both individual and organizational levels. It also reflects the call for all members in an organization to engage in a spiritual journey – a journey of transformation to become a less ego-centered and more other-centered person (Fry and Altman, 2013, p. 69). Copyright © 2018 Leena and Luna International, Chikusei, Japan.

This paper gives some preliminary analysis on the linkage between perceptions of national identity and national education. A pilot-tested questionnaire has been sent to all civic education team teachers in Hong Kong secondary schools, numbering at about 458 in mid-2018. Through quantitative analysis such as factor analysis, it is found that some possible types of national education can be found, which add on the previous literature on teaching nationalism. This study shall be useful for understanding how teachers perceive their national identity and national education in this post-materialistic and globalized world but full of nationalistic imperatives from the policy makers. Copyright © 2018 HKERA International Conference.

Policies of career-planning education have been developed and implemented in different societies over the past decades. The policy facilitates the sustainable development of people, particularly the youth, in exploring career aspirations, identities and pathways at different stages of their development. In Hong Kong, the senior secondary school curriculum has been revised to incorporate career-related learning for all students. A teacher in the position of career master/mistress is responsible for the coordination of student career development in each ordinary public school. The teacher has specifically experienced increasing learning diversity in the school setting where integrated education is provided for students with special educational needs (SEN). This paper aims to explore the teacher’s experience in support of career development of students with or without SEN in the school. We adopted an interview method to capture three teachers’ experiences in three schools located in different districts in Hong Kong. What were the teachers’ experiences of implementing the policy of career-planning education for senior secondary students in the schools? What effects on the students’ career development did the teachers perceive? The findings can unveil the challenges facing the teachers for coordination of career-planning programmes in the schools. Although the programme can generally awaken the students’ self-understanding and career competencies, more resources and intense support for SEN students’ career development are needed. This seems to be an agenda missing in the current policymaking. Implications of the education for positive whole-person development of students are also discussed.過去數十年，不同社會都實施職業規劃教育政策。該政策有助於人們，特別是青年人的可持續發展，於不同階段中探索職業志向、專業身份和發展方向。香港的新高中學課程亦為所有學生提供多種職業相關的學習，而學校亦增設職業輔導主任及教師為高中學生制定職業規劃課程。不過，教師也要面對在融合教育環境內，不斷增長的學習多樣性。本文旨在探討職業輔導教師支援學生職業發展的經驗（包括有特殊教育需要學生）。透過面談，研究問题包括：學校為高中學生實施職業規劃教育，教師有甚麼經驗？職業規劃教育對學生的職業發展有何影響？調查顯示教師在統籌學校職業規劃教育活動所面對的挑戰。雖然職業規劃教育活動可以喚醒學生的自我理解和職業能力