此節主要從管理學的角度，介紹成本效能的概念，並檢視香港過往在教師供求、編制和薪酬方面的政策和發展，及其與成本效能的關係。 此節的內容，將根據近期一些相關的研究，希望帶出以下的觀點和討論：香港過往在制訂和落實教師供求、編制和薪酬方面的經驗，隨著上世紀90年代社會、經濟、政治等因素的轉變，和教育改革的浪潮，正面臨很大的挑戰，所以香港有需要從新思考，肯定或修正以往的運作，以配合社會和時代的轉變，從而提升學校教育的質素。

自九零年代開始，本港的基礎教育開始了不同程度及層次的改變：在學校層面方面有學校管理新措施 (SMI) 及學校行政及管理系統 (SAMS) 的引入；在教室層次上，傳統式教學法與活動教學法兩方面的紏纏演進及TOC的引入，對小學課程起了重大的變化；此外，在教師專業發展上，教師學位化及語文基準的引入，對教師有更多的要求；另外，教育學院重整後引致師資訓練模式的結構性改革，與小學學制方面從半日制漸次改為全日制的轉變等，均對教師帶來不同程度的影響。 上述所提到有關本港小學在學校層次、教室層次、教師專業、師資培訓及學制方面的改變，會否影響本港小學教師的流動，進而影響本港小學的教育質素？這是甚具意義的研究課題。另外，本港的小學教師除了要面對90年代開始的排山倒海左的教育改革外，更要同時面對97年主權回歸的疑惑及衝擊、98年至今的經濟轉變，故探討本港教師的流動的情況及現時教師的組群變化實在有其意義。 基於上述原因，香港初等教育研究學會開展了這項探討本港教師流動情況的長期研究，分別在九七及九八年發表了初步之研究資料，研究結果展示了本港小學教師的組群變化 (如年齡、性別、受訓學歷、受訓科目、學位化的速度)、本港小學教師的流動及流失比率的變化、行政改革、課程改革、學制改變等因素對教師流動的影響。 本研究至今共收集了三年的教師流動情況之資料，是資報告之分析，除了交代九六至九八共三個學年度之教師流動情況外，更集中比較及分析三個年度本港小學教師的組群變化 (如年齡、性別、受訓學歷、受訓科目、學位化的速度)、本港小學教師的流動及流失比率的變化、行政改革、課程改革、學制改變等因素對教師流動的影響。此外，是項研究更將比較三年度的整體小學教師的變化趨勢，從而作出評估及分析。研究小組深信，研究結果能提供教師流動狀況之具體資料，而這些資料對日後本港教育的策劃與發展有十分重要的參考價值。

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.