A study of teachers' feelings about school life is important for educational administrators and policy makers since school life will determine what teachers feel, which in turn determine what teachers do. When more literature on teachers 'school life and feelings accumulates, understandings of school processes and how to improve school will be better. An instrument, Teachers' School Life Questionnaire, was developed for this study. LISREL and multilevel modeling techniques were used to analyse the data obtained from a sample of554 teachers from 44 secondary schools. The major findings of the study indicate that school characteristics had more effects on teachers' school life than did teacher characteristics and the four subscales of teachers 'feelings about school life were in a causal order as: order and discipline, sense of community, job satisfaction and teacher commitment with the former variable promoting the latter both directly and indirectly.
[Copyright of Hong Kong Teachers' Centre Journal is the property of Hong Kong Teachers' Centre at http://www.edb.org.hk/hktc]

Title: The implementation of voluntary teaching services at backward mountain regions in China by pre-service teacher education students of Hong Kong The education in the backward mountain regions of China is long lagging behind due to the lack of educational resources. Since the implementation of the "Xiwang Project" (Hope Project), large amount of mainland and foreign donations have poured into schools located at the mountain areas, tremendously improving the facilities of these schools. Chinese university graduates have also played a very important role in the "Xiwang Project". In recent years the Chinese government encourages the graduates to go to these schools and aid teaching there, with the objective of easing the problem of teacher shortage.
This essay focuses on the background and experiences of Hong Kong and mainland China student's teaching programme in the schools of backward mountain regions. Besides, it will also place emphasis on the arrangement, curriculum-design and teaching reflections of the voluntary teaching services in these schools organized by Hong Kong university students with education majors.
[Copyright of Hong Kong Teachers' Centre Journal is the property of Hong Kong Teachers' Centre at http://www.edb.org.hk/hktc]

隨著教育改革的實踐，本地學校已普遍地推行同儕觀課，怎樣透過校本同儕觀課以促進教師專業發展？本文從分享香港教育學院內相關計劃的經驗和各地與同儕觀課有關的文獻，讓中小學教師分別就同儕觀課程序的安排，以使教師能透過同儕觀課提高教學的效能。
In the era of education reform, most of the local schools are implementing school-based peer observation. How can schools facilitate professional development of teachers by this means based on the innovative experience on related project in Hong Kong Institute of Education and relevant academic literature on peer observation? The author advises school teachers to re-think in these four areas: the arrangement of school-based peer observation, the understanding of the physiological need of the deliver, the use of progress map and the training of observers. There are many ways suggested for schools to raise the effectiveness of peer observation in order to enhance teacher development by this kind of professional activities.
[Copyright of Hong Kong Teachers' Centre Journal is the property of Hong Kong Teachers' Centre at http://www.edb.org.hk/hktc]

中層人員的能力和承擔，對於一所學校的管理和發展有重要的影響。近幾年，本港教育界對中層人員的培訓日漸關注。為了支援小學中層人員的發展與成長，香港教育學院教育政策學系於零五至零六年，舉辦「學校中層人員領導培訓課程」，課程除了有系統的講授外，亦安排學員進行實踐學習。此文是根據幾個學員的焦點訪京和相關文獻，討論和分析實踐學習，其中包括友校參觀、角色扮演和同儕交流等對小學中層人員專業成長的成效。
Middle managers play an important role in the development and management of a school in terms of their capability and commitment. This has gained attention in the education field in recent years. In order to support the professional development of middle managers in primary schools, the Department of Educational Policy and Management ofThe Hong Kong Institute of Education started to offer a middle manager leadership programme in 2005. Altogether 264 participants were trained within 2005 and 2006. In addition to the systematic lectures and workshops, participants had to go through action learning which included school observation, role-play and peer sharing. This paper aims to review the effectiveness of the programme, with special interest on action learning. Based on the empirical evidence from the semi-structured interview, participants reflected that they learned better in the experiential in-service training.
[Copyright of Hong Kong Teachers' Centre Journal is the property of Hong Kong Teachers' Centre at http://www.edb.org.hk/hktc]

The development of a highly qualified and committed teaching force is one of the core issues in on going world wide educational reforms. In order to meet the new challenges, certain reforms on teacher education and professional development have been recently introduced in Hong Kong. Among these, the Advisory Committee on Teacher Education and Qualifications (ACTEQ) initiates a new proposal on the internship and registration of beginning teachers. This paper attempts to examine the proposal from an international perspective. Both its pros and cons are going to be discussed. It is argued that the internship of beginning teachers should be introduced as a way of improving teacher development of Hong Kong at both individual and school levels.
首年入為新任教師帶來衝擊，妥善的入職培訓有助提升教師的效能。師訓與師資諮詢委員會於二零零三年倡議在香港建立新入職教師的見習與註冊制度，然而直至目前為止，仍未落實有關政策，致令新任教師缺之支援。本文偕鑒外國經驗，旨在探討教師見習與註冊是否可行，並分析師徒式的成效，期望為香港的師訓發展開啟新方向。
[Copyright of Hong Kong Teachers' Centre Journal is the property of Hong Kong Teachers' Centre at http://www.edb.org.hk/hktc]