Private supplementary tutoring in a Hong Kong primary school : what Chinese and English teachers think about the phenomenon, and how tutoring may affect dimensions of teacher professionalism

Abstract

The growing phenomenon of private supplementary tutoring is noticeable in Hong Kong and elsewhere. The objective of this tutoring is to help students improve their academic performance. This type of tutoring is also known as shadow education because it resembles mainstream education. Private supplementary tutoring is very popular in Hong Kong. There are many types of tutoring in Hong Kong, including a renowned type provided by “star” tutors. Literature shows that private supplementary tutoring may exert some influence on schoolteachers (e.g. Bray, 2003; Bray and Kwo, 2014; Dawson, 2010). This research was conducted in a government primary school in Hong Kong. The purposes of this study were to find out how teachers thought about private supplementary tutoring and how tutoring may affect teacher commitment in the context of Hong Kong. Data was collected from 536 questionnaires filled out by parents and 21 in-depth interviews with Chinese and English teachers in a government primary school. Many students in this school were receiving private supplementary tutoring, especially in English. Most teachers interviewed welcomed tutoring, viewing it as supplementary to regular schooling. Yet although none of the interviewees declared any negative influence of tutoring on their commitment to teaching, many mentioned negative influence on their teaching because of tutoring. Such conflicts between regular schooling and private supplementary tutoring may become increasingly significant in Hong Kong and elsewhere as the phenomenon of private supplementary tutoring becomes more widespread.