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Article: A whole-school approach to guidance: Hong Kong teachers' perceptions

TitleA whole-school approach to guidance: Hong Kong teachers' perceptions
Authors
Issue Date2002
PublisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/03069885.asp
Citation
British Journal Of Guidance And Counselling, 2002, v. 30 n. 1, p. 63-80 How to Cite?
AbstractThis qualitative study involving 30 teachers, followed by a survey of 895 teachers, investigated Hong Kong teachers' perception of a whole-school approach to guidance and its practice. Findings revealed that teachers perceived a whole-school approach as fostering student development and as a system of management. Teacher dedication, communication, and team spirit were considered as facilitating factors for its implementation. Findings also revealed an overall mismatch between teachers' beliefs about a whole-school approach and their perceived school reality, and that a whole-school approach was not seen as practised in the majority of schools. There was a close relationship between schools' guidance focus and their implementation of a whole-school approach. Schools implementing a whole-school approach were considered to have both a preventive and developmental guidance focus and practice. Implications for the implementation of guidance are discussed.
Persistent Identifierhttp://hdl.handle.net/10722/72067
ISSN
2015 Impact Factor: 0.469
2015 SCImago Journal Rankings: 0.332
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorHui, EKPen_HK
dc.date.accessioned2010-09-06T06:38:10Z-
dc.date.available2010-09-06T06:38:10Z-
dc.date.issued2002en_HK
dc.identifier.citationBritish Journal Of Guidance And Counselling, 2002, v. 30 n. 1, p. 63-80en_HK
dc.identifier.issn0306-9885en_HK
dc.identifier.urihttp://hdl.handle.net/10722/72067-
dc.description.abstractThis qualitative study involving 30 teachers, followed by a survey of 895 teachers, investigated Hong Kong teachers' perception of a whole-school approach to guidance and its practice. Findings revealed that teachers perceived a whole-school approach as fostering student development and as a system of management. Teacher dedication, communication, and team spirit were considered as facilitating factors for its implementation. Findings also revealed an overall mismatch between teachers' beliefs about a whole-school approach and their perceived school reality, and that a whole-school approach was not seen as practised in the majority of schools. There was a close relationship between schools' guidance focus and their implementation of a whole-school approach. Schools implementing a whole-school approach were considered to have both a preventive and developmental guidance focus and practice. Implications for the implementation of guidance are discussed.en_HK
dc.languageengen_HK
dc.publisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/03069885.aspen_HK
dc.relation.ispartofBritish Journal of Guidance and Counsellingen_HK
dc.titleA whole-school approach to guidance: Hong Kong teachers' perceptionsen_HK
dc.typeArticleen_HK
dc.identifier.openurlhttp://library.hku.hk:4550/resserv?sid=HKU:IR&issn=0306-9885&volume=30&issue=1&spage=63&epage=80&date=2002&atitle=A+Whole-school+Approach+to+Guidance:+Hong+Kongen_HK
dc.identifier.emailHui, EKP: eadaoin@hkucc.hku.hken_HK
dc.identifier.authorityHui, EKP=rp00906en_HK
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1080/030698880220106528en_HK
dc.identifier.scopuseid_2-s2.0-0036462407en_HK
dc.identifier.hkuros68274en_HK
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-0036462407&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume30en_HK
dc.identifier.issue1en_HK
dc.identifier.spage63en_HK
dc.identifier.epage80en_HK
dc.identifier.isiWOS:000173909200005-
dc.publisher.placeUnited Kingdomen_HK
dc.identifier.scopusauthoridHui, EKP=34467611100en_HK

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