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]

本研究是以問卷，配合有目的的抽樣個案訪談，對本港中學負責初中公民教育的教師作出調查，探討自九九年公民教育建議成為獨立科目後，初中推行公民教育的組織、目標、模式、課題、途徑和困難。結果顯示很多負責公民教育的教師未接受或接受少於十小時的培訓；很多學校未設有獨立科而以周會或講座形式推行公民教育；學校和教師的價值取向會影響校本公民的設計和內容；及不清晰的教育政策使學校在推行方面無所適從。研究建議教育統籌局和大專院校可以在培訓和課程目標和設計方面加以支援，使公民教育教師能運用多元的教學方法，以爭議性的事件和政治概念去充實公民教育課堂，藉此提升學校的批判思考能力。
[Copyright of Hong Kong Teachers' Centre Journal is the property of Hong Kong Teachers' Centre at http://www.edb.org.hk/hktc]

Elements of popular culture, in particular the film and song genres, have already been integrated into the senior curriculum in Hong Kong. While academic researchers advocate the inclusion of online social networking and video gaming as curricular alternatives to connect learners to digital literacy practices, its reception by teachers has yet to be fully explored. This paper reports on an action research carried out by 34 Hong Kong English teachers on video gaming and social networking. Though the teachers believed their students frequently engaged in such popular activities, they had strong reservations concerning classroom application, in particular the values of online gaming and the dangers of online social networking. Through a survey, interviews, lived experience, online journal entries and responses and reflection, these teachers explored the two popular cultural practices for personal experience, pedagogical potential and professional development. The teachers' own private engagement with such popular cultural activities did not necessarily favour pedagogical consideration. The paper also discusses the pedagogical implications of seeking alternative popular cultural activities for language learning and teacher training.
[Copyright of Pedagogies: An International Journal is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/1554480X.2011.554625]