This study explores the relationship between school-level teacher qualifications and school-based professional learning community (PLC) practices in Early Childhood Education in Hong Kong. A territory-wide survey examined how preschool teachers perceived shared responsibility, reflective dialogues, deprivatized practices and organizational learning. The findings suggest a significant relationship between school-level teacher qualifications and teachers' perceptions of school-based PLC practices. As the percentage of bachelor degree holders in preschools increases, teachers are more positive about PLC practices in their perceptions. This study establishes a platform for future studies focusing on structural relationships between teacher qualifications and school-based PLC practices.
[Copyright © 2015 Elsevier Ltd.]

學券制下, 香港政府取消了幼師的薪級表, 認為幼教應按自由市場决定幼師的待遇, 為了對幼師薪酬與專業發展的現況有最新的了解, 本研究邀請了約154名於香港教育學院進修的在職幼師參加一項問卷調查, 其中82位是幼兒高級文憑課程的學員，72位是幼兒教育學士學位的學員, 搜集幼師的學歷、年資及全職薪酬的資料。調查結果顯示受訪者最低的薪金為7,000元, 最高的為30,000元, 平均 薪金為15,849.8元, 平均年資約13年, 接近兩成在職幼師薪金低於被取消的薪級表的起薪點。結果同時顯示幼師只有部份年資能在薪金中得到反映, 但薪金沒有反映幼師的學歷的高低, 進修得來的專業學歷並沒有帶來薪酬的增長, 建議政府在要求幼師專業進修及提升學歷之餘, 亦必須要對幼師提供合理的薪酬保障制度。
[Copyright © 2010 The Hong Kong Institute of Education.]

This study examines the relationship between affective, normative, and continuance commitment of teachers to their profession and their organization, and turnover intentions. Hong Kong teachers (N = 1060) from religious and non-religious, English medium and Chinese medium of instruction, and band 1 and band 2 schools participated. Teachers from religious schools were higher in affective commitment to organization while teachers from non-religious schools were higher in normative commitment to profession. Teachers from EMI and band 1 schools were higher in affective and normative commitments while teachers from CMI and band 2 schools were higher in turnover intentions.
[Copyright © 2015 Elsevier Ltd.]

This paper presents an overview of mathematics education in Hong Kong and the education reform it is experiencing. The original mathematics curricula had been successful in certain ways (as demonstrated by the achievements of Hong Kong students who placed fourth in TIMSS); however, there were also negative aspects. The revision in both primary and secondary mathematics education aims to shift the emphasis to the development of thinking abilities and positive attitudes of students towards learning the subject. Mathematics is expected to provide a basis for making investigations as well as a tool for analyzing data, representing findings, and formulating theories. Teachers are encouraged to adopt a student-centered, activity-based, and hands-on approach to organize students' learning, and to make use of concrete examples from everyday life whenever possible. Student learning is expected to progress from concrete to abstract, and calculators and computers are expected to be used to facilitate student learning. Some implications of these approaches are also discussed.

教師工作量過多會引致職業壓力，從而影響教師個人的心理健康和教學效能。世界各地皆曾就教師工作時數作過不少研究，為了探究香港官津小學教師工作量情況，香港初等教育研究學會進行是次調查。此研究採用問卷調查法，以全港732間津貼小學及官立小學教師為對象，於99年初向每間小學郵寄問卷六份，由校方以不記名方式隨機選出兩位行政人員及四位教師填答問卷。 　　結果顯示小學教師平均上課時間約4小時，備課時間約有1小時多，批改評估則佔2.7小時，加上處理學生訓輔時數，每天的工作量約為9小時，再將每週非固定的教學工作時數11小時計算在內，小學教師每週合共花在教學與學校工作方面的時數，達60小時。此外，本研究亦分析教師工作量與其個人背景因素的差異關係，並就近年本港小學教育改革所帶來的工作量與教育質量作進一步分析討論。最後文章就正視及改善香港小學教育工作量作了一些可行的建議。
[Copyright © 2001 優質學校教育學報.]