Building an Effective Guidance Service in Hong Kong: A Qualitative Study

Abstract

Employing a qualitative approach, this study investigated the views of Hong Kong Chinese teachers and students on effective school guidance services. Nineteen teachers and 23 junior secondary students from two secondary schools were interviewed. Findings revealed that all teacher involvement in guidance was essential, as guidance was perceived as having an educational function, in addition to developmental, preventive and remedial functions. Other factors considered crucial in making guidance more effective were teachers’ care and concern for students, good teacher‐student relationships, and the system of management. The implications of the findings for school organization of guidance and teacher preparation programmes are discussed.