In recent years, many teachers suffered different kinds of negative emotions in the context of education reforms. A typical explanation was that the education reforms disempowered teachers in teaching, so teachers were forced to do much non-instructional work. Teachers considered their work meaningless but were powerless to change it, and eventually indulged themselves in negative emotions. However, the present research suggested that this explanation had neglected teacher agency and might be incomplete. Arguing from the perspective of social constructionism, the research showed that teachers in Hong Kong experienced negative emotions in education reforms because, on top of the disempowerment, the reforms structurally displaced teachers' educational goals with administrative goals. The goal displacement impeded teachers' evaluation of the instructional values of their work. Thus, teachers perceived their work as inconsistent with their major purpose of teaching (i.e. making a difference) and they felt negative towards work.
[Copyright of British Journal of Sociology of Education is the property of Routledge.]

Social diversity is now commonplace in many communities in today's globalised world. This diversity can be seen in any classroom of learners, and international studies have shown the complex ways in which disabilities, race, ethnicity, gender and social class can determine a child's opportunity to succeed or fail in the education system. In Hong Kong, like in many educational contexts around the world, teachers are grappling with increasing diversity amongst their students, including teaching students with special educational needs (SEN) and non-Chinese speaking students (NCS) living in Hong Kong. This paper examines how three primary TEFL (Teaching English as a Foreign Language) teachers are constructing identities as inclusive practitioners as they grapple with enacting the inclusive education policy recently introduced into Hong Kong schools. The data are drawn from a small-scale collaborative reflective inquiry for teacher professional development. Drawing upon a sociocultural and critical framing of identity theory, we trace the three teachers' identity construction as EFL teachers and inclusive education practitioners. We view the role of discourse, self-positioning and social context as key processes in teacher identity formation. Implications for furthering the development of inclusive education in EFL classrooms are offered.

Traditionally, the role of teachers is largely confined to the context of teaching in the classroom. Recently, teacher as the agents of change is increasingly viewed as a key factor determining the quality of modern schools. This paper aims to offer insights into how teacher leaders act as the change agents for school development in a Chinese educational context. Early childhood education in Hong Kong is selected as a research site for study. The local early childhood education sector has historically been characterized by minimum training and a modified form of apprenticeship. With the public call for quality early childhood education, the Hong Kong government has been increasing investment in teacher professional development. Given that, the qualifications of early childhood teachers have been improved in the last decade. Therefore, preschool teachers have identified themselves as professionals. Adopting a case study approach, the study reported in this paper is to examine the changing role of teacher leaders for school development. Semi-structures interviews were conducted with preschool principals, key stage coordinators (also known as student cohort coordinators), and classroom teachers to investigate their perspectives on teachers as the agent of change. The findings indicated that the key stage coordinators who are teachers holding functional posts took on leading roles beyond classroom in various areas including curriculum and pedagogy, teacher professional development, home-school collaboration, and community-school involvement. Meanwhile, the classroom teachers mainly acted as followers in the change process. The practice of teacher as change agents is emerging in early childhood education in Hong Kong where hierarchical power and structure is a pervasive source of influence. However, the practice of change agency was largely operated in hierarchical structures. That was different from the form of change agency can be created within a non-hierarchical collaborative

Following Grandey's integrative model of emotional labor, this study examined the relationships between teachers' emotional labor strategies, the emotional job demands of teaching, trust in colleagues, and teacher efficacy. The results from a sample of 1115 Hong Kong primary school teachers showed that surface acting played a dysfunctional role, but deep acting and expression of naturally felt emotion facilitated teacher efficacy. Trust in colleagues was found to be an organizational resource for teachers that helped them to cope with the challenges brought about by the emotional demands of teaching. The results indicate that teachers should perform emotional labor wisely.
[Copyright © 2017 Elsevier Ltd. All rights reserved.]

This study addressed the variations between key staff and ordinary teachers in perceiving principal leadership practices and school capacities. In a similar study on secondary schools, Walker and Ko (2011) found that in order to ensure better support for student in schools, key staff teachers found their principals' practices on strategic direction and policy environment more important initially, but its significance was superseded by his/her leadership practices on leader and teacher growth and development. In the present study, data collected in primary schools distinguished key staff teachers who held leadership roles in administration or instruction and ordinary teachers who did not have any leadership roles. Their differences in perceptions were expected to impact on the overall support for student in schools. Regression analyses were performed to test whether the two groups of teachers perceived differently the impacts of principals' leadership practices the support for student in schools, and whether the differential perceptions in the two groups would affect the overall staff perception in schools. The results showed only a minor difference in the perceptions of key staff and ordinary teachers. Both groups found a negative impact of principals' leadership practices related to strategic direction and policy environments, but a positive impact of their staff management and resources management practices on enhancing support for students in the school. The key staff tended to emphasize the importance of staff management more, while ordinary teachers treated both types of leadership practices almost equally important. Overall, the perception of key staff seemed to prevail when the views of both groups were considered. These findings seem to be less compatible with the emphasis of strategic direction and the role of principals as the goal setter of a school as suggested in transformational leadership theory or strategic leadership theory. Instead, in facing

本文乃一份探討性的調查，旨在跟進陳培佳 (Chan, 1992) 之研究結果，以1999年度的新教師小組反思討論為素材，嘗試印證陳氏所介定之第一年的學教歷程，並進而描繪香港小學新教師在身一年所面對的衝擊及其等為應付衝擊而施行的對策。

INTRODUCTION: In Hong Kong, almost all secondary schools adopt the "Class System" to allocate students into different classes. A teacher is assigned to each class as a form teacher of the class. He is responsible for the moral and social life training of the students in the class (Yau and Luk,1986). There are some assigned duties for form teachers and also there are some unofficial duties that are assumed to be taken up by them. Since 1979, the nine-year free-education has initiated a problem in secondary schools. Under this compulsory education system, no matter a student is interested in studying or not, he has to stay in a school until he is 15 years old. That is why there are more and more juvenile delinquency problems happen in secondary schools. The role of a form teacher became more important and his work- load was tremendously increased since then. Besides being a counselor, a form teacher is also vital in the development of the class spirit. Sometimes, a form teacher even takes up the role of parents in caring for the students (Yau and Luk, 1986). From the aspect of the school, a form teacher is expected to act as a bridge between the school, the parents and the class. He is to twin together the strength of the school, the home and the society's education. Besides, as schools nowadays tend to be more administratively individualized, the multi- functional effects of a form teacher must augment his role as a moderator in different functional groups of the school. Thus, a Form Master System is very important in secondary schools education because a form teacher can act as a twist-tie that binds together the community, the home and various departments of the school. He is a moderator in school administration. He is also a front line educator because he can approach the students right away easily. In China, there is a much greater expectation on a form teacher that it may even have a study mainly on "Form Teachers" and a Form teachers' handbook describing their

The success of a school depends to a very great degree on the understanding of their roles by the school teachers as it is through them that school policies become actual practice. The move of an educational system from an elitist to a more general and compulsory one in the 1970s and wider socio-economic and socio-political changes in the last two decades have shaped the overall administrative pattern of primary schools in Hong Kong. It also denotes a demand for changing roles of teachers. As a result, a study on role identification of teachers is useful in both school administration and teacher education. Utilizing the models of Taylor and others, as well as using a sample of experienced primary school teachers attending the teachers refresher course offered by the HKIED, the symposium attempts to provide an initiate finding of a survey for the discussion of the following: 1. What administrative role-functions are the experienced teachers performing? 2. What tasks do these teachers perceive as the most important in the successful and efficient running of their subject departments/committees? 3. Are there any discrepancies between the performed roles and the perceived roles of teachers? 4. What tasks are being perceived as the most difficult to be handled? 5. Why are they difficult to handle? 6. What administratrative skills and knowledge are perceived by experienced teachers as most important to be included in an in-service training program for teachers ? Implications and recommendations for school administration and teacher education will also be discussed.

The Learning Centre (LC) Scheme is a collaborative project between the Education and Manpower Bureau, a primary school, a secondary school, and the Hong Kong Institute of Education (HKIEd) for facilitating the implementation of the recent education reform in various key learning areas. The LC teachers need to take up the role of cascading good practices in curriculum and pedagogical changes through working with other teachers in workshops and outreach school-based support. The LCs work with the HKIEd, which provides mentoring and consultancy services, and evaluates the project. The LC scheme is structured into three phases: the initial phase in leadership or teacher development understanding, the implementation phase, and the evaluation phase. Using structured interviews, the authors identified the professional development that the LC teachers experienced in the initial phase of the scheme, and the support and/or facilitating conditions they hope to obtain in later phases. The findings suggest that support from the funding allocation, the school administration and the HKIEd are essential for the success of the scheme. This support helped the LC teachers realize a new perspective in understanding learning and teaching from the standpoint of a teacher educator, and consider how to facilitate other teachers’ teaching by adopting innovative approaches. The chapter concludes with recommendations for further support and future directions of development of the scheme.
[Copyright © 2008 The Chinese University Press, Hong Kong Institute of Educational Research.]