在學校裏，校長的領導固然重要，但是沒有高質素的中層管理人員的協助和配合，要達致優質學校教育的目標是有困難的。中層管理人員是學校的骨幹，亦是校長和教師的橋樑，他們在學校扮演著很重要的角色。近年，由於校本管理的落實和多項教育變革在學校推行，大大增加了中層管理人員的工作量和領導需求。本文透過對六十多名負責推行教育變革的學校中層管理人員，瞭解他們在其崗位上所面對的困難，並作出了分析及建議。
There is no doubt about the significance of principal leadership in schools. However, without the assistance and cooperation from the effective middle managers, it is difficult for principals to meet the targets for quality school education. School middle managers are the backbone of the schools and also the bridge between the principal and teachers. They play a crucial role in the school organization. Recently, the implementation of school-based management and many other school reforms in Hong Kong have increased the workload of middle managers. There is an increasing need of their leadership in schools. This study has collected data from about sixty middle managers who are responsible for implementing school reforms in the primary educational sector. Problems faced by the middle managers of Hong Kong primary schools in leadership are analyzed and discussed. Implications for future improvement are made.
[Copyright of New Horizons: The Journal of Education, Hong Kong Teachers' Associationl is the property of Hong Kong Teachers' Association at http://www.hkta1934.org.hk/]

背景：1990 年代以來，香港政府銳意提高教師專業水準，積極地主導教師的專業發展。由於小學教師多屬非學位學歷，一向所接受的師資培訓也是針對通材教學的需要，政策的改變對他們做成很大的衝擊。
討論焦點： 本文從香港小學教師所處的脈絡因素入手，去探討他們專業化的路向，特別對影響教師專業發展的主導意識及權力形態，進行了分析。
論點： 香港教師專業化方向日益由政府的科層官僚主導，側重於教師專業發展，具體策略是以教師資歷要求系統化、專科知識化及持續專業發展制度化為特徵的。但各項政策的制訂缺乏協調，推行的方式多是由上而下，廣大教師處於被動位置。加上教師就業環境近年持續惡化，進修的選擇往往是為了迎合政策要求，以求自保，而並非是針對個人和整體學校發展的實際需要。
總結： 政府一方面提倡教師專業化，但另一方面透過行政指令，加強對教師專業化議程的主導和對教師整體性水準的監控，這種支配取向只會扼殺了教師的積極性。教師亦需積極爭取成立教師專業組織，以提高本身的專業自主權。
The paper examines the contextual factors and the dominant forces influencing the professionalisation of Hong Kong primary school teachers. The findings indicate that the recent direction of professionalisation has been focused on teachers' professional development, which has been increasingly controlled by the bureaucracy. The strategies for professional development are characterised by systemic requirements of teachers' qualification standards, specialist subject knowledge and continuing professional development. However, the policy formulation often lacks coordination, and the implementation process is typically top-down, with teachers' autonomy being ignored. In addition, amidst a worsening employment environment, teachers' choices of development activities are often aimed at meeting policy requirements, which may improve their job security. The findings suggest that the Government cannot advocate teacher professionalisation on the one hand, and mandate the professionalisation agendas and standards for teachers on the other, which would only ruin teachers' initiatives. Teachers also have to strive for the setting up of a professional body to exercise their professional autonomy.
[Copyright of New Horizons: The Journal of Education, Hong Kong Teachers' Associationl is the property of Hong Kong Teachers' Association at http://www.hkta1934.org.hk/]

背景： 教統會在今年二月發表檢討中學教學語言及中一派位機制的諮詢文件，邀請各界回應。
目的： 本文主要是為回應上述的中學教學語言政策而寫。
論點： 文中指出主要有經濟、政治和教育三個因素影響著中學使用何種教學語文，在正常情況下，經濟為主導因素，故1949 年之前，學生多選讀中文中學，1950-97 年間則選讀英文中學，惟政府在回歸時的強制性母語教學政策，將政治因素放在首位，引至近年中學教學語文的亂局。
總結：要解救現今中學教學語文的困境，校本分流應是溫和的良方。
Background: The Education Commission is now reviewing the policy on medium of instruction and school places allocation in secondary schools of Hong Kong. They invite response from different sectors about the present policy.
Aim: This article is in response to the above invitation on the policy of medium of instruction.
Exposition: The economic, political and educational factors were found to be the main ones influencing the choice of medium of instruction in secondary schools. In particular, the economic factor was found to be the dominant one under normal situations. Before 1949, students chose to study in Chinese middle schools. They switched to choose Anglo-Chinese secondary schools during 1950-97. The scene has been seriously distorted recently due to the Government’s strong policy of imposing mother tongue education to a majority of secondary schools after 1997. Parents, students, and educators are unhappy about the Government's explicit intervention.
Conclusion: Language streaming within school will be a moderate but good way to resolve the dilemma of medium of instruction in secondary schools.
[Copyright of New Horizons: The Journal of Education, Hong Kong Teachers' Associationl is the property of Hong Kong Teachers' Association at http://www.hkta1934.org.hk/]

促進香港的家庭與學校合作的教育改革始於1991《學校管理新措施》的第十項建議：讓家長參與學校管理。自此以後，家長參與學童教育的角色為教育界人士所認受，學校不但鼓勵家長在家中參與督導子女的學習，還邀請家長走進校內協助學校運作。本文利用相關的香港政府教育政策檔及學術文獻，試從歷史發展的角度，去分析香港家長在學童教育過程中蛻變的角色，並將香港家校關係的發展概念化為四個時期︰包括家 長沉默與順從期、家長權利的甦醒期、家校聯繫期和家長參與期，以反映在九十年代推展的校本管理運動中，家長在教育的角色，漸受政府和學校重視。
The educational innovation of promoting home-school cooperation has commenced since 1991, the year where the policy document, "The School Management Initiative", suggested inviting parents to participate in governing the school. Since then, parents' roles in children's schooling process have been recognized. Parents are not only encouraged to supervise their children's learning at home but also invited to offer assistance in school operation. With reference to the governmental policy documents and academic studies, this article attempts to portray the evolving roles of parents in children's education in times of reforms. Four stages of development of home-school relationships are conceptualized: quiescence and acquiescence, wakefulness of parents' rights, communication and participation. These stages reflect how parents' roles have gradually become significant and important in the movement of school-based management implemented in the 90s.
[Copyright of New Horizons: The Journal of Education, Hong Kong Teachers' Associationl is the property of Hong Kong Teachers' Association at http://www.hkta1934.org.hk/]

Teacher culture is widely regarded as a factor affecting the success of school improvement efforts. Descriptions of teacher cultures in the literature are often rooted in particular historical, geographical and socio-political contexts, which may limit the wider applicability of these models. This paper goes beyond a simplistic comparison of schools against pre-defined models of culture. It provides a rare insight into one of Hong Kong's international primary schools and describes the centrality of collegial support in teachers' day-to-day lives. The evidence confirms that transformational forms of leadership are central to building a supportive school culture, but high expectations of teachers and strong collegial support do not create rigorous development of practice and may in fact work against it. This paper contributes to our knowledge of teacher cultures in a way which can help stimulate discussion of Hong Kong’s diversity of school types in more than simple structural terms.
老師文化被廣泛認為是影響學校成功改善的因素之一。文獻中描述的教師文化模式，多植根於歷史、地理及社會政治因素，因而限制了更廣泛地應用這些模式。這篇文章超越了簡單地把學校與既定文化模式作對比，對一所香港的國際小學提出精闢的見解，同時描繪老師日常生活互相支持的核心要素。研究數據證實，要建立學校支援文化，最重要的是轉化型的領導才能；此外，老師過高的期望和強有力的同儕支持，卻不能在實踐上產生精確的發展，甚至會造成反效果。這篇文章加深我們對教師文化模式的認識，從而激發我們對香港不同類型學校作深入探討，而不僅是依據簡化的系統作研究。
[Copyright of New Horizons: The Journal of Education, Hong Kong Teachers' Associationl is the property of Hong Kong Teachers' Association at http://www.hkta1934.org.hk/]

Promoting home-school relations is one of the aims of education reforms in Hong Kong. This paper contains research data collected through qualitative methods aiming at capturing the thoughts and perceptions of twelve parents in three primary schools in Hong Kong so as to explore whether they are psychologically prepared for being involved in their children's education. Findings indicate that parents demonstrated low degree of cognitive and affective readiness for participating in school. To promote parent-school collaboration, it is important to consider the influence of Chinese culture on parent involvement. The paper also serves to provide scholars with academic insights for further investigation and policy makers with practical knowledge in developing appropriate strategies to promote homeschool relations.
促進家庭與學校的關係是香港教育改革的其中一項目的，鼓勵家長參與學校教育更可提升家校合作。本文引用定質研究方法去探討家長十二位家長是否有心理準備去參與他們子女的教育；研究結果顯示家長在認知和情感上有不足的準備。在建立策略去促進家校關係的同時，我們須考慮中國文化對家長參與的影響。
[Copyright of New Horizons: The Journal of Education, Hong Kong Teachers' Associationl is the property of Hong Kong Teachers' Association at http://www.hkta1934.org.hk/]

香港在2000 年推行「校本管理」，並實施由家長參與校政決策。新政策之精神能否落實，與學校-家庭合作之關係，息息相關。本文報導一個「校本管理」推行前家長與學校接觸的投訴個案，作為家庭與學校關係討論的根據。個案顯示: 在校本管理推行之前，家長參與學校事務的情況，只停留在較低的層次，而學校和家長之間，仍沒有建立高層次校政決策參與文化的基礎。故此，面對此教育管理新潮流，學校有需要作好準備，並建立開明的機制，以提升家長參與的層次。
Hong Kong has started implementing "School-Based management" in 2000. Apart from other factors, the success of the innovation rests largely upon the home-school relationship and the attitudes of both schools and parents towards parent participation. This paper reports a complaint case before the practice of School-Based Management as the basis for discussion in this respect. It is found that parent participation still maintained at a relatively low level and both parties were not well prepared for the change. To keep pace with the new trend of development, it is suggested that schools should take the initiative role for enhancement of parent participation.
[Copyright of New Horizons: The Journal of Education, Hong Kong Teachers' Associationl is the property of Hong Kong Teachers' Association at http://www.hkta1934.org.hk/]