Background: Early childhood is a critical period during which patterns of movement behaviors are formed. The World Health Organization had endorsed guidelines for physical activity, sedentary behavior and sleep over a 24-h time period, which had been adopted by the Center for Health Protection of Hong Kong. This paper reports on stakeholder engagements that were conducted to inform the design of strategies to disseminate the guidelines in early childhood education (ECE) settings. Methods: Using a mixed-methods study design, we sought to (a) assess the stakeholders' levels of awareness and knowledge of the Hong Kong movement guidelines for young children and (b) identify the factors that influence the uptake of the said guidelines. We conducted an online survey of early childhood education teachers (N =314), twelve focus groups involving teachers (N = 18) and parents (N = 18), and individual interviews of key informants (N = 7) and domestic workers who provide care for preschool-aged children (N = 7). Descriptive statistics were used for the quantitative data, and thematic analysis was performed on the qualitative data using an inductive and semantic approach following a realist framework. Findings: Our findings show that teachers were aware of the movement guidelines for young children, but their knowledge of the specific guidelines was deficient; parents and domestic workers had limited awareness and knowledge of the guidelines. Uptake of the movement guidelines is enabled by parent engagement, activities in the ECE centers, home-school cooperation, and community activities for children. The challenges include the time poverty of parents, local curriculum requirements, limited physical spaces, social values, and pandemic-related restrictions. Conclusion: We recommend that dissemination strategies in the ECE context should deliver knowledge content and support stakeholders in mitigating the challenges associated with time, space, and social conditions. Copyright © 2022

Making online education effective and engaging has been a policy priority in the higher education (HE) sector since the COVID-19 pandemic arose in 2020. Based on an online survey and qualitative interviews, we examine experiences of HE students and teachers in Hong Kong, and provide recommendations that can enable countries/economies to leverage on the good practices of online education to rejuvenate HE in the post-COVID era. We find a need for greater institutional support beyond its current availability. Students’ perception of online education is less optimistic than what such labeling as “digital natives” suggests. However, with time, online education is being viewed more positively. Teachers find their online education workload to be higher. More female teachers cite difficulties in balancing work and life, while older teachers report more technological difficulties. Since many respondents come from public affairs programs, which emphasize interaction in the classroom, the findings suggest that a rethinking of pedagogical strategies of public affairs education is required. Copyright © 2022 The Author(s).

A strong professional identity is associated with the provision of more effective counselling services. In Hong Kong, however, the role of school counsellors is poorly defined, not well differentiated from those of other educational and mental health professions, and not supported by licensing and minimum qualification requirements. Consequently, school counsellors perform marginalised roles in schools which do not draw effectively on their competencies. Professional bodies that support the development of school counselling do exist but are not well established. If counsellors are to be effective, they need to establish an identity that recognises their unique contribution and locates them clearly in relation to other professions in a culturally appropriate way. They should also occupy positions in schools, which are characterised by collaboration with stakeholders and the ability to influence policy. Professional bodies are well placed to advocate for these changes in the context of the local sociocultural environment and should take a lead in advocating for a more robust professional identity. Copyright © 2022 The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.

This study examined the direct and indirect relationships of children's overexcitabilities with their playfulness and creative potential in the kindergarten context. Participants were parents and teachers of 140 Hong Kong Chinese kindergarten children (47.9% girls, mean age = 52.2 months). Parents reported their children's overexcitabilities (imaginational, psychomotor, sensual, intellectual, and emotional), and teachers rated children's playfulness (physical spontaneity, social spontaneity, cognitive spontaneity, manifest joy, and sense of humor) and creative potential (creative personality traits) as demonstrated in the classrooms. Hierarchical regression revealed that controlling for child age, gender, and parental education, children's social and cognitive spontaneity were significant correlates of their creative potential as perceived by the teachers. Moreover, results from the path analytic model showed that the positive relationship between intellectual overexcitability and creative potential was fully mediated by cognitive spontaneity. In contrast, the indirect relationship through social spontaneity was non-significant. The findings suggest that children's daily imaginative and inventive peer play in kindergarten may be conducive to their creative potential. Practically, results underscore the utility of creating a preschool play environment that embraces children's choice, autonomy, and originality while promoting peer interaction and collaboration, as such an approach may cultivate their creative potential. Copyright © 2022 The Author(s).

Students in East Asian locations often obtain high academic results in international high-stakes testing, but lower results on affective aspects of their schooling, such as sense of belonging. These findings indicate the need for more holistic research into children’s lifeworlds, including their experiences of school. In this article, we draw on a survey with 627 Year 4 students in three global cities in the Asia Pacific (Hong Kong, Singapore, and Melbourne), exploring dimensions of their perceptions of school. Responses from students were generally positive in terms of sense of school belonging and student identity. Students who responded positively in terms of belonging and student identity were more likely to want academic activities to occur more often. The article adds to the existing literature by offering an exploratory consideration of the relationships between sense of belonging, student identity, and school activity preferences of Year 4 students in Hong Kong, Singapore and Melbourne. It is argued that all of these are essential factors that need to be considered and incorporated in policy planning and curriculum development. Copyright © 2022 The Author(s).

Despite the increasing number of studies on educational leadership during COVID-19, little attention has been paid to the intersections of different educational experiences and perspectives of school leaders, students, and their families that occur both inside and outside of schools. Drawing on eight case studies of public primary schools in Hong Kong, this article explores the challenges and strategies of online learning with a focus on effective leadership practices for supporting economically disadvantaged students during COVID-19. To incorporate the perspectives of multiple stakeholders, a series of questionnaires were distributed to principals (n = 8), teachers (n = 150), parents (n = 775), lower primary students (n = 855), and upper primary students (n = 850) and interviews were conducted with principals (n = 8), teachers (n = 37), parents (n = 32), and students (n = 62). Findings indicated that school leaders and teacher teams demonstrated strategic leadership practices prioritising and responding to the needs and constraints of economically disadvantaged students and their families. The present study draws attention to leadership encouraging collaboration among schools, families, and the wider community, which has become necessary during the shift to online learning during COVID-19. Copyright © 2022 The Author(s).

This article compares and discusses three prevailing approaches used to understand the concept of school culture and school culture phenomena. The approaches are typology-functionalist approach, process approach, and improvement-effectiveness approach. Compared with the other two, improvement-effectiveness approach is identified as more appropriate to conceptualize school culture when the concept is applied to promote school improvement and effectiveness. Moreover, the School Improvement Model of School Culture developed by Cavanagh and Dellar is introduced with the implications of the model to Hong Kong school leaders, policy-makers and educational researchers are being discussed. Copyright © 2009 Hong Kong Teachers’ Centre.

In this study, we aimed to explore early childhood educators’ conceptualisations of physical literacy and how these are integrated in their teaching practice. To this end, we used a mixed-methods embedded design, with a primarily qualitative component that is supported by quantitative data (QUAL + quan). Participants consisted of class teachers (n = 26), head teachers (n = 8), and principals (n = 11), who participated in interviews and responded to questionnaires. Qualitative data were examined using thematic analysis, and quantitative data were analysed using non-parametric statistics. Early childhood educators articulated an incomplete conceptualisation of physical literacy and reported low awareness of the concept. While the concept is relatively novel to early childhood teachers, integration of physical literacy in teaching practice was found to encompass the inter-related physical, affective, cognitive, and behavioural domains. Availability of resources, teacher training, education policies, family environment, and community environment were found to influence the development of physical literacy in early childhood settings. We recommend that education policies be reviewed, and systems-based support be provided to enhance teachers’ capabilities, as well as family and community environments. Copyright © 2022 The Author(s), under exclusive licence to Springer Nature B.V.

In recent years, it seems that teachers in Hong Kong feel negatively about their work. To some extent, the negative emotional experiences may not only affect teachers’ well-being, but also the quality of schooling. Thus, it is necessary for us to pay attention to the phenomenon of teachers’ emotional experiences, especially the negative ones. In the literature, researchers have investigated teachers’ emotional experiences from the psychological perspective. Nevertheless, the psychological perspective may neglect the social impacts on teaches’ emotional experiences. The limitation may create an incomplete or inaccurate understanding about the phenomenon. In order to overcome the limitation, this article proposes a sociological research agenda for further investigation on the basis of symbolical interactionism. Copyright © 2014 Sjournals. All rights reserved.

Informed by symbolic interactionism, this study examines how positive emotional experiences in teaching, teacher identity, and student behaviors are associated. According to the symbolic interactionism perspective, positive student behaviors signify that teachers have successfully embodied the teacher identity, which results in positive emotional experiences from their teaching. This study’s analysis of interviews with 21 secondary schoolteachers in Hong Kong suggests an alternative explanation: positive emotional experiences in teaching are a result of attaining the goal of teaching, that is, making a difference in students’ lives, rather than verifying a teacher identity. This explanation does not necessarily contradict that of symbolic interactionism, but may help elaborate upon the process of emotional experiences in teaching. The findings provide recommendations for improving teachers’ emotional experiences in teaching. Copyright © 2018 by Francis W. Parker School, Chicago. All rights reserved.