A guidance curriculum for student development: A qualitative study

Abstract

This study examined the implementation of developmental guidance as a formal curriculum in a Hong Kong secondary school. A qualitative approach was employed to explore teachers' perceptions of the curriculum and of the factors which facilitated or hindered its implementation. The study found that teachers perceived the curriculum exerting positive effects on students' self-appreciation, self-control and behaviour, and on teachers' attitudes and management style. Implementation of this curriculum also facilitated a more inviting school atmosphere. Teachers' acceptance of the belief advocated in the curriculum, the use of experiential teaching approaches, and support from the school system were crucial in the process of implementation. The implications of the findings for school's implementation of developmental guidance via a formal curriculum were discussed.