1. No category

Title
Author(s)
Teachers' in-service training needs in a sample of aided
secondary schools in Hong Kong: the implication
forschool administration
Kan, Lai-fong, Flora.; 簡麗芳.
Citation
Issue Date
URL
Rights
1987
http://hdl.handle.net/10722/51394
The author retains all proprietary rights, (such as patent
rights) and the right to use in future works.
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ThE UNIVERSITY OF HONG KONG
EDUCATION LIBRARY
Deposited by the Author
TABLE OF CONTENTS
Page
ABSTRACT
..............................
CHAPTER I
....................
Background to the Study ................
In-Service Teacher Training and School Development
Statement of the Problem
..............
Purpose of the Study
................
Hypotheses
......................
Organization of the Dissertation
..........
Definition of Terms ..................
INTRODUCTION
.
CHAPTER II
CHAPTER III
..............
Introduction
....................
Definition ......................
Importance and Purpose of In-service Teacher
Training ......................
Teachers' In-service Training Needs ..........
Content of In-service Programmes and Delivery
....................
Machanism
Need Assessment ....................
REVIEW OF THE LITERATURE
........................
....................
Introduction
................
Designand Procedure
......................
Sample
..................
The Questionnaire
METHOD
i
i
8
9
il
11
12
13
14
14
14
16
21
24
29
31
31
31
34
The Pilot Study ....................
35
37
Data Gathering and Analysis ..............
Limitation of the Study ................
37
38
CHAPTER IV
RESULTS AND DISCUSSIONS
39
.
....................
..............
Introduction
Description of Respondents
Teachers In-service Training Needs as Perceived
by Teachers and Principals in Selected Areas of
Professional Skills and Knowledge
........
Perceptions of Teachers on the 46 Items of Training
Needs
Perceptions of Principals on the 46 Items of
Training Needs
Analysing Respondents' Perceptions of Needs on the
Eleven Clusters
Perceptions of Purpose of Teacher Training
Teachers' Perceptions of Training Purposes
Principals' Perceptions of Training Purposes
Perceptions of Training Time
Hypotheses Testing
......................
..................
..................
86
....................
..............
Conclusions ......................
Recommendations ....................
APPENDIX 2
50
......
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
.
Introduction
Summary of Major Findings
APPENDIX 1
45
............
..................
.
APPENDICES
45
65
71
72
72
72
74
......
......
CHAPTER V
39
39
............................
..............
Letter to Participants
................
THE Questionnaires
86
88
95
96
101
102
106
APPENDIX 3
T-Tests Table: Perceptions of Training Needs
.
.
122
APPENDIX 4
T-Tests Table: Purpose of Teacher Training
.
.
127
APPENDIX 5
Anova Table ....................
128
APPENDIX 6
Frequency Distribution Tables
..........
131
BIBLIOGRAPHY ............................
139
-1-
ABSTRACT
II:1&i1
This study examines some issues and practices regarding the
professional development of in-service teachers in a sample of aided
secondary schools in Hong Kong.
Specifically, the study attempts to
identify the in-service training needs of teachers in selected areas of
professional skills and knowledge as perceived by teachers and
principals.
Related issues like the perceived best ways of learning,
purposes of in-service teacher training and time of day teachers should
participate in training activities are also investigated.
OI*1Ik1
In this study, thirty aided secondary schools were selected to
comprise the sample.
Responses used in this research were obtained from
30 principals and 60 teachers.
The instrument consists of 46 items
representing varieties of professional skills and knowledge and focuses
upon
eleven
major categories:
(1)
planning skills
(2)
instructional/communication skills (3) implementation of media (4)
classroom/pupil management skills (5) evaluation (6) special needs skills
(7) interpersonal skills (8) extra-curricular skill s (9) administrative
skills (10) knowledge of the educational system (11) knowledge of the
theoretical foundations of educational practice.
MAJOR FINDINGS
In general, teachers and principals in this study perceived teachers
need moderate amount of training in all 46 items of corapetencies.
- 11 -
Teachers and principals identified skills related to 1counselling
as the greatest priority of needs while they perceived the least needs in
coinpetencies associated with presenting ideas in Chinese.
In regard to the ordering of in-service needs in terms of clusters'
overall importance,
principals did.
Principals,
skills'
'special needs
training.
teachers rated 'extra-curricular skills' higher than
slightly different from teachers, perceived
Both groups considered
needed training cluster.
skills teachers need
'interpersonal skills' as the least
as the most important
With respect to the degree of training needs in
all 46 items of competencies, principals rated all items somewhat higher
than teachers did.
consideration,
When purposes of teacher training are taken into
teachers tended to place higher priorities on individual
interests while principals/concerned more with school development.
Principals and teachers held similar ideas regarding the best ways
of acquiring all competencies.
Training courses provided by various
organizations were the most preferred way of learning, followed by
programmes offered by local universities and school-based training
activities.
Self-study programme
way of learning.
was considered as the least preferred
Both groups also perceived teachers should spend their
own time to participate in in-service training activities and weekends
were considered the most suitable time for teachers to update their
skills and knowledge.
CHAPTER 1
INTRODUCTION
BACKGROUND TO THE STUDY
In-service teacher training is a very important activity by which
teachers skills and knowledge could be continually enhanced so that they
can educate children more effectively.
It has been recognized, however,
by many educators that the most effective and beneficial in-service
activities are those originating from the real needs of teachers to be
served.
Report by a Visiting Panel (1982, p.94) pointed out: "the most
common criticizms of in-service programmes which we heard from teachers
were: failure of the activities to meet the perceived needs of classroom
practitioners..."
This study is an attempt to identify teachers' in-service training
needs in a sample of aided secondary schools in Hong Kong.
Presently
this is a crucial issue particularly in a society which is developing
rapidly and in great need for well qualified teachers to upgrade the
quali,f'y of education.
As Judith Christensen (1981, p.81) said: "In any
rapidly changing society, the schools are often asked to be a vehicle for
assimilating and transmitting changes.
respond to the demands on skills,
Therefore, to help teachers
it is important to examine what
teachers' needs are."
Overthe past decade, expansion in secondary education in Hong Kong
has been tremendous.
In 17O, the provision of subsidized secondary
education was stepped up to 50% to the Forms I-III age group.
In 1974, a
White Paper affirmed the ultimate objective of a place for all children
of the appropriate age who qualified for and wanted a secondary school
education.
Eventually in 1978 universal free junior secondary education
was introduced.
In the provision of subsidized senior secondary
Page 2
educati on, the 1978 Whi te Paper poi nted out a major target of
quantitative improvement from 60% of the 15-year-old population in 1980
to more than 70% by 1986.
The continuing increase in pupil enrollment
According to the
inevitably requires an increase in number of teachers.
annual summary of the Education Department, the number of aided secondary
school teachers has been increasing rapidly.
Table 1:
Growth in the Number of Aided Secondary Schools, Pupils, and
Teachers in Hong Kong form 1963 to 1985.
Year
*No of Aided
Secondary Schools
No. of Pupils
No. of Teachers
1963
39
18,826
1,054
1968
60
36,753
1,549
1973
91
60,559
2,500
1978
129
99,027
4,194
1983
263
243,778
10,730
1985
276
251,529
12,181
Sources:
Education Department: Annual Summary 1963-1986
*include day secondary non-certificate of ed., secondary certificate of
ed.-grarnmar, secondary certificate of ed.-technical and vocational
Despite prodigious progress in the quantitative aspect of secondary
education in Hong Kong,
desired.
the qualitative aspect remains much to be
To this fact, the report by a Visiting Panel pointed out: "we
are convinced that comments about falling standards are really a
reflection of the rapid increase in participation rates...
Most of the
schools, however, leave something to be desired.
Facilities, teacher
qualifications, examination results and other indicators of quality rank
low." (1982, p.58)
The expansion in secondary education has intensified the need for
in-service teacher training.
A Visiting Panel indicated one feasible way
to upgrade the quality ofeducation: "Levelling-up could also focus on
improving teachers.
Schools with large numbers of minimally qualified
teachers could be provided with supplementary resources for in-service
training and for the opportunity for some staff to return to college or
university for an upgrading programme." (1982, p.59)
Teacher Training is directed towards obtaining better achievement
for the pupils and in turn, for the well-being of the whole society.
With respect to the provision of in-service teacher training courses,
formal qualification bearing courses at the graudate level are provided
by the two universities; non-graduate teachers are trained by the three
colleges of education (Northcote, Grantham and Sir Robert Black) and the
Hong Kong Technical Teachers' College.
Informal non-qualification
bearing in-service teacher training courses are provided by various
organizations.
For example, the Advisory Inspectorate and the Training
Unit under the administration of the Education Department, Department of
extra-mural studies in the two universities and Baptist College, various
teacher associations, individual schools etc.
They provide different
types of in-service training courses for teachers,
ranging from
workshops, seminars, lectures to conferences with different duration.
In fact, in-service teacher training has been receiving government's
attention since 1963 (the issue was first addressed by the Education
Commission).
The quantitative expansion as shown in graph i well
illustrates this point.
It is worth noting that the number of trained
graduate teacher has increased from 32.8% in 1963 to 60.7% in 1986 and
Page 4
trained non-graduate teachers from 60.6% in 1963 to 81.9% in 1986
However, quantitative expansion in teacher training should be accompanied
by qualitative improvement so that teachers are able to respond
positively to changes imposed on them from the school setting or from the
community at large.
To this fact, the identification of teachers'
perceived in-service training needs is crucial and necessary as far as
improvement of the quality of education is concerned.
Page 5
Number of
teacher
Graph 1: Profile of Teacher Training in Hong Kong
(X 7006)
46
'f4
42
33
40
38
r
36
34
32
30
26
2+
22
L. C a tia I
20
-----------:6 -----
___1--
la
Trained non graudate teacher
61 1%
16
8%
14
35* 3%
12
32. 5%
10
60.6%
8
--
6
f
4
49.2%
--
Trajnedgraduateteacher-
---**--
2
28.8%
32.8%
63
64
65
66
67
68
69
7
71
72
73
74
is
76
17 ia
79
o
ai
a 83
84
Year
Adopted from Y.C. Cheng:
Function and Effectiveness of Education pg.39'f; being updated.
85
8
There are also a number of government reports which illustrate the
policy and planning of the government concerning in-service teacher
training in Hong Kong.
Report
Policy and Planning of In-service Teacher Training
1963 Report of
Education
Commission
Refresher courses for practising teachers and for
head teachers and those aspiring to promotion need,
co-ordination and development
1973 Green Paper
Report of the
Board of
Education on the
proposed
expansion of
secondary
education over
the next decade
- There should be regular review of policy regarding
professional training for graduate teachers
* The two universities should give serious
consideration to a greater expansion of their
graduate teacher education facilities
- Suitably constituted machinery should be
established under the auspices of the Board of
Education to study, and make recommendation on
all aspects of teacher education in Hong Kong.
1974 White
Paper: Secondary
education in
Hong Kong over
the next decade
In the face of expansion and improvement of
secondary education, teacher training should be well
planned.
1977 Green
Paper: Senior
secondary and
tertiary
education:- a
development
programme for
Hong Kong over
the next decade
- A systematic programme will be developed for the
in-service retraining of teachers who have been
some years in the schools.
- University graduates who enter the teaching
profession should take a course of teacher
1978 White
Paper: the
development of
senior and
tertiary
education
- New graduate entrants to the aided sector should
be required to undertake a course of teacher
training before they would be eligible for
promotion, as is already required in the
government sector.
- Introduce regular courses of refresher training
for serving teacher.
training.
Page 7
Report
Policy and Planning of In-service Teacher Training
1982 A
perspective on
education in
Hong Kong:
Report by a
visiting panel
- Formulate and publish a phase-in plan for
providing adequate in-service upgrading
opportunities for existing teachers.
- Improve the co-ordination mechanism of teacher
1984 Education
Commission
Report No. i
- Focus on non-graduate teacher training.
- Provide a new college of education to strengthen
both the quality and quantity of teacher
preparation.
- Set up regional teachers' centre to encourage
exchange of experiences, to promote continuous
professional development and enrichment and to
foster among teachers a greater sense of unity.
1986 Education
Commission
Report No. 2
- Expand part-time in-service training for
graduate teacher to 80% by 1994.
- In-service training for teachers of children with
special education needs be implemented in the
stages in 1987 and 1990 respectively.
training.
- Teachers in school should have an influential role
alongside college and university faculty. . . in
identifying in-service and pre-service needs and
in formulating means of meeting them.
The policy papers cited bear several characteristics.
Firstly,
in-
service teacher training is crucial for upgrading the quality of
education particularly in the face of rapid educational expansion.
Secondly, in-service teacher training programmes should be well coordinated to meet the perceived needs of practising teachers.
Thirdly,
in-service teacher training plays a crucial role to enhance teachers'
professionalism.
However, policy makers and educators tend to pay much
emphasis on the quantitative expansion of in-service training activities,
less attention is drawn to the crucial issues of the content of inservice programmes as well as effectiveness of such programmes.
For the
most beneficial and effective in-service training, needs assessment of
practising teachers should be conducted and programmes should be planned
Page 8
according to their perceived needs rather than being dictated by the
external agencs who are mostly removed from the practical classroom
experience.
IN-SERVICE TEACHER TRAINING AND SCHOOL DEVELOPMENT
In the school context, in-service teacher training has been closely
related with staff development programmes which contributes towards the
growth and improvement of the organization of which teachers are a part.
School administrators, responsible for organizational development, must
concern themselves with professional development of teachers so that
interests of the individual staff member and organization can be served.
"As a resource manager, he or she must work with and through people to
accomplish the purposes of the organizatíon.
(Knezevich, 1975, p.79)
Schools are part of the broader community, in the face of changing
circumstances in society, new problems and concerns emerge.
about the needs and perceptions of teachers are vital.
New data
Success in school
improvement, as pointed out by Neals et al: "depends on the availability
to school personnel of training opportunities specifically related to
changes being introduced..." (1981,
P.
197)
If human resources, the
staff of the organization, are critical for improvement, then their
perceived needs for in-service training is vital.
It has been recognized
that successful staff development depends on whether the programme has a
high possibility of meeting
teachers1
felt needs rather than as a given
prescription telling teachers what they ought to do.
As what Neale
Bailey and Ross (1981, P.63) pointed out: I*the extent to which individual
needs are satisfied within an organization has a crucial effect on the
morale and the productivity of individuals."
STATEMENT OF THE PROBLEM
This research is an attempt to investigate the needs of a sample of
aided secondary school teachers for in-service training as perceived by
them and by the principals.
The responsibility of a secondary school teacher in Hong Kong is
both difficult and complex.
He or she deals with the development of
human minds and skills, and the translation of the society's morals and
values.
Their contribution to education is particularly crucial in this
critical transitional period to 1997 when Hong Kong becomes a Special
Administrative Region of the Peopl&s Republic of China.
Therefore,
to
enhance teaching effectiveness, not only do teachers need upgrading their
skills and knowledge but educational planners and school administrators
should also investigate the kinds of in-service training needs perceived
by teachers so that planning for in-service teacher training and staff
development can be done more effectively.
In Hong Kong, the initial preparation of teachers is inadequate to
cope with social and technological changes.
Therefore teachers now in
service need to acquire more skills and keep abreast of new developments
and changes in this field.
Rubin emphasized that:
"The professional development of teachers now in
service seems to be a central element for reforms in
education....
It is the teacher al ready i n the
school who must serve as the agent of reform.
Since
practitioners rarely adapt instantly to an
innovation, the evaluation of teaching must go hand
in hand with new developments in the process of
education." (1974, p.4)
Indeed, all along, the government has been stressing the importance of
in-service teacher training as cited in the various educational reports
earlier in this chapter.
However, it is only the report by a Visiting
Panel that has correctly pointed out the fatal criticism of in-service
programmes: they failed to meet the perceived needs of serving teachers.
Page 10
For maxima' effectiveness, p'anning for in-service programmes should
be based on comprehensive studies of the real needs perceived by teachers
and by those who are in immediate contact with them, such as principals,
rather than by the providing agencies since they might not be in a good
position to dictate what programmes would be best.
It is the teachers
and principals who face the challenges inside and outside the schools; it
is their responsibilities in educating the young, implementing the
curriculum and enforcing the reforms.
An investigation of teachers' in-service training needs in aided
secondary schools in Hong Kong is very much needed.
Firstly, a needs
assessment for in-service teacher training has not been conducted by the
government.
Secondly, a survey on in-service activities conducted by the
Hong Kong Association for Science and Mathematics Education Limited
(HKASME) in 1984 was confined to school-based and to members of the
association (only science and mathematics teachers).
Thirdly, a local
project on Teacher Induction and Development (TIAD) is presently carrying
out by Professor Cooke, B.L. and Pang, K.C. of the University of Hong
Kong.
In the first phase,
this project mainly investigates the
experiences and needs of beginning teachers.
It would be both necessary
and valuable if training needs of teachers, other than their first year
of service, can also be identified at the present time.
Therefore, in
the face of changing circumstances in society and schools, a better
understanding of the nature and extent of the needs of in-service
teachers is definitely valuable for educational planners and school
administrators to plan, co-ordinate and implement comprehensive inservice programmes for teachers.
Page 11
PURPOSES OF THE STUDY
The purposes of the study are as foflows:(1)
To identify teachers' in-service training needs as perceived by
teachers and principals in selected areas of professional knowledge
and skills.
(2)
To identify the relative importance principals and teachers give to
different areas of professional knowledge and skills.
(3)
To identify the effects of various variables such as year of
teaching experience, level of education, professional qualification,
age of school, subjects taught and post held in school on the
perceptions of teachers' in-service training needs in selected areas
of professional knowledge and skills.
(4)
To identify how principals and teachers rate the different purposes
of in-service teacher training.
(5)
To identify what principals and teachers perceived as best ways to
acquire selected areas of professional skills and knowledge.
(6)
To identify what principals and teachers perceived as the most
suitable time teachers should participate in in-service teacher
training activittes.
WVDTU
(1)
There are no significant differences in the perception of teachers
andprincïpals in regard to teachers' in-service training needs in
selected areas of professional knowledge and skills.
(2)
There are no significant differences in the perception of principals
and teachers in regard to purposes of teacher training.
(3)
There are no significant differences among teachers with different
pre-service qualifications in regard to their perceptions of
teachers' in-service training needs in selected areas of
Page 12
professional knowledge and skills.
(4)
There are no significant differences in the perception of teachers
with various degrees of experience in regard to teachers' in-service
training needs in selected areas of professional
skills and
knowledge.
(5)
There are no significant differences in the perception of teachers
with different ranks in regard to teachers' in-service training
needs in selected areas of professional knowledge and skills.
(6)
There are no significant differences in the perception of teachers
with different subjects to teach in regard to teachers' in-service
training needs in selected areas of professional knowledge and
skills.
(7)
There are no significant differences in the perception of teachers
who work in sols with different years of establishment in regard
to
teachers' in-service training needs
in selected areas of
professional knowledge and skills.
(8)
There are no significant differences in the perception of teachers
who had Cert.Ed./Dip.Ed.
and those who had not in regard to
teachers' in-service training needs in
ected areas of professional
knowledge and skills.
ORGANIZATION OF THE DISSERTATION
The remainder of this dissertation consists of four chapters.
Chaper II is devoted to the review of the literature on in-service
teacher training, including an overview of definition, the importance and
purposes of in-service teacher training, teachers' in-service training
needs, content of in-service programmes and delivery mechanism, and needs
assessment.
Chapter III describes the methodology and procedures
Page 13
utilized in this study, including the sampling selection, questionnaire
design,
research.
data collection, treatment of data and limitation of the
Results of the study are reported in Chapter IV.
study is summarized in Chaper V.
Finally, the
Also, this chapter concludes the study
and includes recommendations for improvement of in-service teacher
training in Hong Kong, and recommendation for further research.
DEFINITION OF TERMS
For clarity of interpretation, the following terms which will be
used in this study are defined.
In-service teacher training - in-service teacher training will be used as
a synonym with in-service teacher education and in-service education
and training of teachers
(INSET).
interchangable in this study.
The three terms will
be
The definition put forth by Bol am
(1980, p.3) is most appropriate for this study: "Those education and
training activities engaged in by primary and secondary school
teachers and principals, following their initial professional
certification, and intended mainly or exclusively to improve the
professional knowledge, skills and attitudes in order that they can
educate children more effectively."
Need
- the discrepancy between "What is" and "What ought to be", or
between the existing situation and the desired outcomes.
Page 14
N41IDTI1
TI
REVIEW OF THE LITERATURE
INTRODUCTION
In-service teacher training has long been considered by educators as
an important vehicle to upgrade the quality of education.
Because of the
importance of the topic, the literature on in-service teacher training is
very ample and still growing.
As Wells (1978, p.16) maintained, the
vastness of in-service education made the task of reviewing the
literature on the subject a difficult one.
For the purpose of this
study, the following areas will be dealt with concisely:
(1)
Definition
(2)
Importance and purpose of in-service teacher training
(3)
Teachers
(4)
Content of in-service programmes and delivery mechanism
(5)
Needs assessment
in-service training needs
DEFINITION
Hass (1957, p.13) maintained that in-service training included all
activities engaged in by professional personnel during their service and
designed to contribute to improvement on the job.
conceptualization of the term 'in-service training'.
This is a broad
In the same vein,
Harris and Bessent (1969, p.2) declared that in-service training must
include all activities aimed at the improvement of professional staff
members.
Later, Harris tried to narrow the term in-service training to
mean:
Any planned programme of learning opportunities
afforded staff members of schools, colleges, or
other educational agencies for purpose of improving
the performance of the individual in already
assigned positions. (1980,
P.21)
Page 15
According to Harris, a planned programme is specified to contribute
to
the purposes of in-service training.
In prescribing planned
programmes, then one of the most important emphases is placed on
assessing needs.
Freidman et al
programme as a planned,
.
(1980,
P.162) defined in-service
co-ordinated series of activities which
contribute to professional development.
The preceding definitions deal mostly with in-service training in
general.
Since this study deals with the professional development of
practising teachers in schools, it is necessary to consider some of those
definitions pertinent to the task.
In the United Kingdom, the Department of Education and Science
(1970) has defined in-service training as "any activities which a teacher
undertakes after he had begun to teach, which is concerned with his
professional
workt1.
(Henderson,
1978,
p.11)
There is also narrower definition of in-service training such as
that described by the United States Department of Health,
Education and
Welfare (1965):
A programme of systematized activities promoted or
directed by the school system, or approved by the
school system, that contribute to the professional
or occupational growth and competence of staff
members during the time of their service to the
school system.
(Henderson,
1978, p.11)
There are two definitions that seem more appropriate and suitable
for thi s study.
Firstly, Orrange P.A. and Van Ryn M. gave the
definition:
In-service education is that portion of professional
development that should be publicly supported and
included a programme of systematically designed
activities planned to increase the competencies knowledge, skills, and attitudes - needed by school
personnel in the performance of theïr assigned
responsi bi i
ties.
(1975, p.47)
Page 16
Secondly, Bolam R. defined in-service education and training of
teacher as:
Those primary and secondary school teachers and
principals, following their initial professional
certification, and intended mainly or exclusively to
improve theirprofessional knowledge, skills, and
attitudes in order that they can educate children
more effectively.
(1980,
P.3)
Therefore, in this study, in-service teacher training is more
appropriately defined as those activities characterized by:
(1)
Design for teachers who have obtained their initial professional
certification.
(2)
Programmes are systematically planned to meet the perceived needs of
serving teachers.
(3)
Continuing education is directed towards individual professional
development and system (e.g.
school) development.
IMPORTANCE AND PURPOSE OF IN-SERVICE TEACHER TRAINING
In-service training is very essential for the professional
development of the practitioners in all fields.
It is even more
important for those who are involved with education of the young in
schools.
Harris and Bessent (1969, p.3-4) gave four reasons for the
importance of in-service training:
(1)
Pre-service preparation of professional staff members is rarely
ideal and may be primarily an
introduction to professional
preparation, rather than professional preparation as such.
(2)
Social and educational change makes current professional practices
obsolete or relatively ineffective in a very short period of time.
This applies to methods and techniques, tools and substantive
knowledge itself.
Page 17
(3)
Co-ordination and articulation of instructional practices requires
changes in people.
Even when each instructional staff rnetnber is
functioning at a highly professional level, employing an optimum
number of the most effective practices such as instructional
programme, might still be relatively un-coordinated from subject to
subject and poorly articulated from year to year.
(4)
Other factors argue for in-service education activities of rather
diverse kinds.
Morale can be stimulated and maintained through in-
service education,
and is a contribution to instruction in itself,
even if instructional improvement of any dynamic kind does not
occur.
According to Hass (1957, pJ4) there are a number of factors which
make clear the need for in-service training:
(1)
The continuing cultural and social changes which create need for
curricul um change.
(2)
Pre-service education cannot adequately prepare members of the
public school professional staff for their responsibilities.
(3)
Increase in pupil enrollment.
(4)
The present and continuing increase in the number of teachers.
(5)
The present and continuing shortages of adequately prepared
teachers.
(6)
The present and continuing need for improved school leaders.
The six points raised by Hass are most applicable to Hong Kong and
also justify the expansion of in-service teacher training in recent
years.
A British government committee, the Advisory Committee on the Supply
and Training of teachers (ACSTT 1974) suggested that the aims of INSET
are to enable teachers:
(1)
To develop their professional competence, confidence, and relevant
knowledge.
(2)
To evaluate their own work and attitudes in conjunction with their
professional colleagues in other parts of the education service.
(3)
To develop criteria which would help them to assess their own
teaching roles in relation to a changing society for which schools
must equip their pupils.
(4)
To advance their careers.
Though the ultimate goal of in-service teacher training is to
enhance teachers' skills, knowledge and attitude so that they can educate
pupils more effectively, it is also for the purposes of individual
development and school development that in-service teacher training sets
its value.
Bolam (1982,
p.11) in his final report on INSET distinguished
between five main purposes of continuing education for teachers:
(1)
Improving the job performance skills of the whole school staff or of
groups of staff (e.g. a school focused INSET programme).
(2)
Improving the job peformance skills of an individual teacher (e.g.
an induction programme for a beginning teacher).
(3)
Extending the experience of an individual teacher for career
development or promotion purposes (e.g. a leadership training
course).
(4)
Developing the professional knowledge and understanding of an
individual teacher (e.g.
(5)
a Masters degree in educational studies).
Extending the personal or general education of an individual (e.g. a
Masterts degree course not in education or a subject related to
teaching).
However, it has been recognized that in all organizations the
problem lies in the conflict between meeting the requirements and goals
of the organization and of satisfying the needs for self-fulfilments of
Page 19
the individual member of an organization.
Getzels and Guba (1957, p.423-
441) related this problem to the five purposes of continuing education
for teachers.
Table
System and Individual Need Factors and the Purposes of
1:
Continuing Education
>
System
.- Requirement
Individual Needs
Purpose 1:
Staff/Group
Performance
In
Purpose 2:
Individual
Job
Performance
table
Purpose 3:
Career
Development
Purpose 4:
Professional
knowledge
Purpose 5:
Personal
Education
1, while purpose i satisfies more the requirement of the
system than meets individual needs, purpose S is just the reverse.
According to Bolani (1982, p.12), the diagram illustrates Henderson's
(1979) point that a useful distinction can be made between the main and
incidental purposes and outcomes of an
INSET activity.
The Final Report
of Centre for Educational Research and Innovation (CERI) Project on
INSET, OECD, indicated the different perceptions of purposes of
can be summarized in the following table:
INSET and
Table 2:
Different Perceptions of Purposes of INSET, CERI, OECD
INSET Purpose
Purpose
Purpose
Purpose
Purpose
Purpose
i
2
3
4
5
+
o
o
4)
o
,
.
,
o
rø
u-o
>0
rl-4
4-o
1-4
4-)
.4
G)
)
.4
)
c,)4
Source
of
Support
o
0
E
4
o
u)
00
c
O
O.)
L)
Teacher
Principal
Teacher
Principal
All
All
Teacher
Universities
Professional
Association
Universities
Professional
Assocíation
INSET
purpose
as
viewed
from
OECD
member
Many
Many
A few
coun-
tries
In-service teacher training has been conceived as an important
vehicle to enhance staff development.
efcei
INSET,
For the most beneficial and
interests of both the individual staff member and the
organization must be taken into consideration in order to avoid conflict.
In summary, review of the literature on importance and purpose of
in-service teacher training highlights the beliefs that it has the
potential for stimulating professional development of teachers, enhancing
school development, and may assist in implementing social change.
Page 21
TEACHERS' IN-SERVICE TRAINING NEEDS
Many researchers have addressed themselves to the important question
of teachers' in-service training needs.
While sorne educators have
identified a number of typical training needs of teachers, others survey
self-reported needs in relation, for instance,
to the teaching of
particular subjects and to the management of schools.
In another aspect,
a lot of research projects have been carried out to study teachers' needs
at different career stages.
In 1957, Hass (p.21) identified some typical
training needs of teachers, summarized below:
(1)
Maintenance of familiarity with new knowledge and subject matter.
(2)
Human growth and learning.
(3)
Improved knowledge of teaching methods.
(4)
Increased skill in providing for the individual differences among
students.
(5)
Improved attitudes and skills involved in cooperative action
research.
(6)
Greater skills in using resources and in working with adults.
(7)
How to learn a new job.
(8)
The development and refinement of common values and goals.
(9)
The building of professionalism and high morale.
Apparently, Hass was more in concern with those training needs
directly related to classroom teaching.
In
the United Kingdom, the National Foundation for Educational
Research completed a study called 'In-service Training - A study of
Teachers' Views and Preferences.'
The study was reported by Brian Cane
in a volume published by the Foundation in 1969.
An important part of
the survey was concerned with establishing the topics that teachers
considered should form the content of future in-service training
programmes.
The following nine topics were listed as the most needed
Page 22
topics by teachers:
(1)
(p.21)
Learning difficulties that any child might have, and methods of
dealing with them.
(2)
Pros and cons of new methods of school/class organization.
(3)
Operation and application of new apparatus and equipment, with
practice opportunities.
(4)
Start courses on most recent findings of educational research in
teachers' areas of teaching.
(5)
Planning and developing syllabi in detail so that content relevant
to the most child are arranged in teachable units.
(6)
Description and demonstration of methods of teaching tacademic'
subjects to 'non-academic' children.
(7)
Methods of dealing with large classes of varied abilities with
little equipment or space.
(8)
Practical details and aims of recently introduced schemes of work
and discussion of teaching results and demonstrations.
(9)
Construction,
marking and interpretation of school exams and
assessment tests.
The nine topics all dealt with professional skills and knowledge.
They included: planning skills, implementation of media, classroom
management skills, evaluation, and special needs skills.
In studying the perceptions of elementary teachers professional
concerns and in-service needs, Wells (1q78, p.99) identified the top
priorities for in-service education topics as seen by each professional
group.
They were:
Superintendents
- Individualizing instruction
Motivation of pupils
Metric education
Classroom management
Page 23
In-service Coordinators - Individualizing instruction
Teaching reading
Utilization of test data
Motivation of pupils
Teachers
- Individualizing Instruction
Slow learners in the classroom
Motivatftn of pupils
Effective teaching and learning were the prime concern of each group
which indicated they paid more attention to job-specific needs for inservice teacher training.
The Final Report of CERI Project on INSET, OECD (1982, p.18) quoted
Fullers (1970) in-service training needs of teachers in relation to
career development.
I
II
Early phase
O Concerns about self (non-teaching concern)
Middle phase
i Concerns about professional expectations and
acceptance.
2 Concerns about one's own adequancy: subject matter
and class control.
3 Concerns about relationships with pupils.
III Late phase
4 Concerns about pupils learning what is taught.
5 Concerns about pupils' learning what they need.
6 Concerns about one's own (teacher's) contribution
to pupil change.
According to Fuller, throughout the middle and late phase of a
teacher's career,
in-service training is much needed in accordance with
his/her concerns.
Similarly, an attempt was made by a national committee for INSET in
England and Wales to devise an INSET needs framework based upon the
likely career patterns of teachers.
Report on INSET,
OECD (1982,p.18)
Table 3 is adapted from the final
Page 24
Table 3:
INSET Needs Framework in Relation to the Likely Career Patterns
of Teachers
Year of Teaching
INSET needs
Induction year
4 - 6
a consolidation period, during which teachers would
attend short, specific courses
6 - 8
a reorientation period which could involve
a secondent for a one term course and a change in
career development
8 - 12
a period of further studies, in advanced seminars
to develop specialist expertise
12 - 15
at about mid-career, some teachers would benefit
from advanced studies programmes of one year or
more in length, possibly to equip them for
leadership
a minority would need preparation for top
After mid-career
management roles while the majority would need
regular opportunities for refreshment
The literature on teachers' in-service training needs indicates
teachers in-service needs are great and varied.
While some educators
identify a list of typical in-service needs, other researchers suggest
job development and career patterns be used as yardsticks to measure
teachersin-service training needs.
effective and beneficial,
In order to make INSET more
in-service teacher training programmes should
be planned in response to assessed needs.
CONTENT OF IN-SERVICE PROGRAMMES AND DELIVERY MECHANISM
Edefelt (1981, p.115) in his observation of in-service progress over
the past six years, contended that "niost programmes are short-term.
They
Page 25
usually address specific problems (mainstrearning, multicultural and/or
bilingual education, teacher stress and burnout, improving basic skills,
etc.)
Very often they are three-hour, one-shot activities.
Teachers get
together to learn the use of manipulative materials in Mathematics, a new
approach to discipline, or better ways to make and use tests.
In 1967 Ashers research suggested that the content of in-service
programmes should concentrate on four areas: information gathering,
attitude change, self-improvement, and skill training.
Nicholson's research (1976, p.15-20) of in-servi ce education
revealed that in-service programmes had focused on five areas:
(1)
Job-embedded, in which in-service programmes are directed to
teacher's immediate needs in their current teaching positions.
(2)
Job-related, in which in-service programmes are closely related to
the job, but does not take place while teaching is going on.
For
example, a team of teachers can take an after-school workshop on
team teaching.
(3)
Credential-oriented, in which in-service emphases are placed on
meeting teachers' needs for certificates or professional
advancement.
(4)
Professional organization related, in which programmes generally
have one of the two purposes: they are channeled towards teachers'
needs as members of a specific discipline or they focus on
teachers1
needs as employees of school systems.
(5)
Personal,
in which in-service activities facilitate personal
development which may or may not be job related.
According to Nicholson's research, in-service training programmes
are designed to meet individual needs as well as school needs.
In regard to in-service delivery system, Bolam (1982, p.26) in the
Page 26
Final Report of CERI Project on INSET, OECD, illustrated different INSET
courses in the limited kingdom as shown in Table 4.
Table 4:
School-Focused Inset Compared with Long and Short Courses
Long Course
Charateristics
Short Course
eg. (In-service);
e.g. 10 weekly sessions
at a teachers centre
on subject teaching
B.Ed,, Advanced
Dioloma, and M.Ed.
School-Focused
e.g. Day conference
and follow-up group
meetings
Aims
Individuai professional/
personal development
Individuai vocational
development
Group/School (Le. system)
development
Location
Centre (i.e. off-site)
Mainly centre
Mainly school (i.e. on
site)
Participants
Individual teachers from
different scnoois
Mainly individual teachers
from different schools
Individuals and groups
mainly from one school
Off-the-job/course
emoedded
Job related and sometimes
on-the-job! job-emoedded
J
Context
Off-the-job/course
emoeadea
Length
Up to 3 years
Up to 12 weeks
Usually short term
Staffing
Centre/external
Mainly centre/external
School and external
InitiatorfDesigner
Centre
Centre (usually)
School/Group/Teacher
Knowledge of theory,
research and suoject
discipline
General, practical,
knowledge and skills
Job specific, proolem-
Content
Typical methods
Lectures, tutorials and
discussion groups
Workshops, films and
simulations
School visits, classroom
observations and job
rotation
Accreditation/Awards
Yes
Sometimes
Very rarely
Follow-up
Rarely
Sometimes
Usually
Evaluation
Rarely
Sometimes
Sometimes
I
5oing, practical
knowledge and skills
Page 27
Edefelt (1975,
p.1) identified several types of in-service delivery
system, among them are: courses, workshops, seminars, curriculum
development projects, conferences, teacher centres and clinics,
sabbaticals, institutional visitings, educational travel, exchange
programmes, minicourses, micro-teachi ng, independent study, tutorial
sessions, simulations, role playing. videotaping and television lessons.
As to the dimension of time for in-service activities to take place,
the James Report (1972) recommended that all teachers might have some
entitlement to regular release for in-service education.
He suggested
one term every seven years leading eventually to one term every five
years.
According to the study by Copeland W. and Kingsford S. (1981, p.38)
"Most teachers clearly indicated that in-service training without release
time was totally ineffective because it occured after a full day's
teaching, thereby at a time when the energy level of the staff was at a
low point.
Research findings from Nicholson et al. (1976), McLaughlin and Marsh
(1978), and Yarget et al. (1980) have revealed that teachers prefer inservice activities conducted at schools,
related to the teachers
in school time, and be closely
responsibilities.
The James Report (DES, 1972,
Section 2.21) also recognized the importance of school-based in-service
teacher training: "In-service training should begin in the school.
It is
here that learning and teaching take place, curricula and techniques are
developed and needs and deficiencies revealed.
Every school should
regard the continued training of its teachers as an essential part of its
task, for which all members of staff share
responsibility.0
As a matter of fact, in many parts of the would, programmes have
been devised and put forward as a contribution to the development of
school-based in-service teacher training,
among the others,
the
Page 28
influential works include: the DES Regional Programme on School Centred
In-service Education, the OECD INSET Project and case studies of school-
based INSET collected in the world Yearbook of Education 1986.
The
findings revealed school-based in-service is the most effective teacher
training activity as far as needs of the individual teacher and school,
and evaluation of course are concerned.
on INSET, OECD (1982, p.59) stated:
The Final Report of CERI Project
niore effective INSET can be achieved
if teachers can contribute collaboratively to decisions about general
INSET policies and progranirnes at all stages - planning, implementation,
evaluation and follow-up.'
In this respect, school-based in-service is
the most feasible way to allow teacher participation in decision making
concerning training programmes.
Schmuck (1974, in David Hopkins ed. 1986, p.289) indicated: "Indeed,
organization development gains strengths as it is coupled with special
inservice education programmes."
Apparently school-based training
activities are more appropriately geared to needs of the school.
In regard to local examples, the INSET working party organized by
the Hong Kong Association for Science and Mathematics Education Limited
(HKASME) reported a few 1 ocal case studies on school based i n-service
teacher training, all of which demonstrate the practicability,
feasibílïty and effectiveness of school-based training programmes.
case study at Wu Chung College revealed (HKASP4E 1985,
A
p.82-83):
"definitely, INSET at the school level facilitated the development of our
school and its staff. This was especially important to a young school
such as ours."
Similarly, another case study carried out in
St.
Benedict's Secondary Technical School indicated (HKASME 1985, p.117):
"instead of teachers going on an in-service course, the course should go
to the teachers in their own school.
In fact, the idea of S-B INSET was
Page 29
acceptable to 72% of the respondents.
The literature on content of in-service programmes and delivery
mechanism indicates that teachers need continuous in-service training on
job-embedded and job-related areas such as knowledge of subject matters,
teaching skills and classroom management.
While teachers should be given
time release to attend in-service training courses, school-based training
is found to be the most effective in-service activity.
NEEDS ASSESSMENT
The major purpose of this study deals with teachers in-service
training needs in a sample of aided secondary schools in Hong Kong.
Specifically,
the objective is to determine in what areas of skills and
knowledge Hong Kong teachers need in-service training.
In order to reach
the goal of this endeavor, a needs assessment procedure will be utilized
mainly through the written format.
It is appropriate at this point to
examine the idea and procedures of the needs assessment concept.
The most common interpretation of the word 'needs
in needs
assessment is the discrepancy between 'what is' and 'what ought to be'
(Berne, 1976, p.4).
Sometimes, these needs are obvious and readily
observable; other times these needs are hidden and not able to be
perceived without fine instrumentation (Spitzer, 1979, p.4).
Therefore
needs assessment is a systematic procedure by which educational needs are
identified and ranked in order of priority.
Needs assessment is an
important element in educational planning particularly when it is
employed as
a continuous process - planning
- development -
implementation - evaluation - revision cycle of a programme. Berne
(1976, p.2) declared that if the needs assessment process is internalized
by the local school personnel, there are essentially no limits to the
benefits that can be derived.
Better planning, increased involvement,
and communication among different societal groups; better information for
decision making, more meaningful feedback and evaluation; closer
coordination; better definition of district, building, classroom and
individual goals; and much more could result from a 'properly' done needs
assessment.
The literature reveals that needs assessment procedures are
important for successful in-service programmes.
It should be an integral
component of a framework within which in-service programmes can be built
and modified to meet the perceived training needs of teachers.
rWI1DrEø TTT
INTRODUCTION
This chapter describes the procedures used in this study.
are discussions of the sample and sampling methods.
Included
Also described is
the instrument used in collecting the data - its construction and pilot
testing - the process of collecting the data and finally,
the data
analysis.
DESIGN AND PROCEDURE
This study is in the form of a descriptive survey.
The sample
consists of 30 principals and 60 teachers from 30 aided secondary schools
in Hong Kong.
It has been decided that the data will be collected
through postal questionnaire.
The rationale in the investigation of these principals and teachers
as the sample of the study are as follows:
(1)
Principals are in immediate contact with teachers, and are the ones
who may be expected to express the needs with accuracy.
A better
understanding of both principals and teachers perception of in-
service teacher training is certainly valuable to educational
planners and school administratíons to plan training programmes.
Programmes thus formulated can contribute to satisfying needs of the
individual teachers while meeting goals of the school.
(2)
Teachers are directly responsible for educating the young.
An
investigation of their perceived in-service training needs can
enhance the quality of education particularly in the face of
educational expansion.
The information is useful for school
administrators to arrange, organize and plan staff development
Page 32
activities.
(3)
With the limitation of time set for this study, it is impossible to
investigate all principals and teachers.
In order that the sample
is at a managable and reasonable size, the study has to be limited
to the sample of 30 aided secondary schools, excluding government
and private schools.
Since aided schools constitute more than 75%
of the secondary schools in Hong Kong, samples drawn from this type
of schools are more representative than government and private
schools.
On the other hand,
in regard to resources and
administration, both government and private schools are quite
different from aided schools.
As a result, teachers' in-service
training needs among the three types of schools might be totally
different.
Therefore in the present study, samples are only drawn
from aided secondary schools.
(4)
The study aims at finding out principals and teachers perceptions of
teachers
in-service training needs,
and does not intend to
generalize the results to all principals and teachers.
The rationale for the collection of data through using postal
questionnaire are as follows:
(1)
The postal questionnaire is the most feasible and convenient
instrument to collect data.
It is particularly appropriate in the
present research because the study is essentially fact-gathering,
counting a representative sample and makes inferences about the
population as a whole.
Data collected will contribute significantly
to the planning and designing of training activities.
questionnaire is probably the simplest and most
Therefore the
straightforward
instrument than other method of investigation.
(2)
With regard to cost, the postal questionnaire permits wide coverage
Page 33
of sample for minimum increase in expense.
The expense mainly
relates to processing and analysing data as well as the
required in the study,
rnateriaF
for example, printing or duplicating,
providing stamps and self-addressed envelopes for the return.
When
the researcher hopes to obtain more accurate data through covering a
much larger sample, only a modest increase in cost can bring about
the desired outcome.
(3)
The postal questionnaire affords wider geographic contact.
The
sample of aided secondary school principals and teachers can be
drawn throughout the territory.
Apparently,
the greater the
coverage, the more representative the sample would be; the larger
the sample, the greater validity and reliability the result would
become.
In fact, extensive coverage of sample is a unique advantage
of using postal questionnaire in the present study.
(4)
With respect to questions and answers, postal questionnaire permits
more considered answers when respondents identify teachers' inservice training needs in selected areas of professional knowledge
and skills.
With the absence of the influence of the interviewer,
greater uniformity can be achieved in the manner in which questions
are posed.
At the same time, respondents are given a sense of
privacy when answering the question.
This point is particularly
imporùnt in the present study since issues of teachers' in-service
training needs may lead to certain kinds of sensitivity on
individual
teachers and anonymous postal
questionnaires can
certainly lessen the psychological burden and embarrassment of the
respondents so that a higher response rate can be secured.
Page 34
rur CItAflI t
The sample consisted of 30 principals and 60 teachers from 30 aided
Schools were selected from three
secondary schools in Hong Kong.
sources:
(1)
Students of the Cert.Ed. course, 1986-1987, University of Hong Kong.
(2)
Students of the M.Ed. course, 1g86-1987, University of Hong Kong.
(3)
Randomly selected from the school list of Hong Kong Subsidized
Secondary Schools Council.
One principal, one non-graduate teacher and one graduate teacher
were drawn from each school,
principals and 60 teachers.
making up a total population of 30
Sample schools were classified in the
following tables:
Table 1:
Classification of Schools by Location
Location
Number of schools
Hong Kong Island
10
Kowloon
New Territories
Table 2:
6
14
Classification of Schools by Sex Type
Sex type of school
Number of schools
Boys
2
Girls
5
Co-education
23
Page 35
Table 3:
Classification of Schools by Age
Age of school
Number of schools
i - la years
12
11 - 30 years
11
over 30 years
7
I
THE QUESTIONNAIRE
Prior to the construction of the questionnaire, informal interviews
were held with a few aided secondary school principals and teachers to
solicit a realistic picture of teachers' in-service training needs in
Hong Kong.
References from the literature were also made before the
completion of the provisional draft of the questionnaire.
Related
references include: Survey of Teacher Education Objectives (Singapore
Journal of Education, March 1981), Needs Assessment Survery (Lincoln
Intermediate Unit No.
R.W.
12, New Oxford,
Pennsyl/van9,a, collected in Rebore
Personnel Administration in Education, 1982, p.184-186),
Identification of typical training needs by Hass (1957, p.21), In-service
Training - a study of teachers' views and preferences (National
Foundation for Educational Research, 1969),
In-service training needs of
teachers and career development by Fuller (1970) etc.
Two sets of questionnaires were designed, one for principals, the
other for teachers.
Other than the first section which required
different personal data,
(See Appendix 1)
the two sets of questionnaires were identical.
In the first section, questions were designed to
collect data regarding respondents' general characteristics.
Information
relating to respondents' gender, age, level of education, years of
Page Ja
experience, post hei d, serving school (sex type, age) and professional
training were collected as independent variables which tuight have had an
effect on the respondents perception of teachers' in-service training
In the second section, 46 items on selected areas of professional
needs.
skills and knowledge were constructed to identify the needs of aided
secondary school teachers for in-service training.
In the same section,
respondents were also asked to identify the best way to acquire such
skills
and knowledge.
Altogether there were eleven areas of skills and
knowledge listed.
skills - 5
(1)
Planning
(2)
Instructional/communication skills - 9 items.
(3)
Implementation of Media - 4 items.
(4)
Classroom /pupil management skills - 4 items.
(5)
Evaluation - 2 items
(6)
Special needs skills - 3 items.
(7)
Interpersonal
(8)
Extra-curricular skills - 3 items.
(9)
Administrative skills - 4 items.
items.
skills -
4 items.
(10)
Knowledge of the educational system - 4 items.
(11)
Knowledge of the theoretical foundations of educational practice 4 items.
Respondents were asked to indicate firstly the degree of needs for
in-service training in the specified areas on a Likert Scale (a 5-point
scale, "1" represented no training need, "5" represented much training
needs).
Secondly, they were also required to indicate, among the four
ways ("A" represented activities organized by staff in school,
"B"
represented in-service training programmes in a university,
"C"
represented courses/seminars/workshops/conferences organized by various
Page 37
organizations, "D" represented self-study programmes) the best way to
acquire such skills and knowledge.
In the final section, respondents
were asked to rank in order of importance, the different areas and
purposes of in-service teacher training.
Their perceptions of delivery
mechanism (time of participating in training activities) were also
enquired in the last two questions.
THE PILOT STUDY
A pilot study was conducted to test the reliability, validity and
feasibility of the questionnaire.
In particular, this pilot work
contributed to fruitful ideas such as the clarity of items,
questions,
sequence of
the applicability of skills and knowledge to teaching
practices in Hong Kong,
the approximate completion time etc.
The
questionnaires were distributed to two principals, two non-graduate
teachers and two graduate teachers, all serving in aided secondary
schools in Hong Kong.
The result of the pilot testing indicated that
problems existed in the following areas: the wordings of the questions,
the format and comprehensiveness of the questionnaire,
With
modifications and refinements, the finalized quesionnaire was then sent
off for the actual survey.
DATA GATHERING AND ANALYSIS
Two covering letters (see Appendix 2) were attached to each
questionnaire, explaining the purpose of the research and seeking cooperation.
A total of 150 sets of questionnaires were sent to 50 aided
secondary schools in Hong Kong.
For each school, the questionnaires were
distributed to the principal, one non-graduate teacher and one graduate
teacher.
In early April the questionnaires were sent out and follow-up
supplementary copies of questionnaires were sent out in mid-May.
The
Page 38
final returns were received by the last week of May with 62% response
rate.
Data collected for this study were first coded and translated into
computer programmes sheets before they were computed on a SPSS-X system
for data processing.
LIMITATIONS OF THIS STUDY
When interpreting the findings of this study, the following points
should be taken into account.
(1)
The conclusion and recommendations appear in Chapter V are based on
results of survey response only.
(2)
Teachers
in-service training needs are identified according to the
perceptions of a sample of aided secondary schools principals and
teachers.
Although the findings may have applications to principals
and teachers in government and private schools, the conclusions were
not generalized to include the larger population.
(3)
Population sampling was a limitation since participants in the study
were mainly from students of the M.Ed. course.
CHAPTER IV
RESULTS AND DISCUSSIONS
INTRODUCTION
The primary purpose of this research is the assessment of teachers
in-service training needs in a sample of aided secondary schools, by
identifying selected areas of professional skills and knowledge perceived
by teachers and principals, as important for continued professional
development.
In this chapter, findings are reported in six
sections.
The first
section describes the respondents who participated in the study in terms
of their distributions among the variables of gender, age, level of
education, years of experience, post held, and professional training.
The second section reports findings regarding the respondentts
perceptions of in-service training needs.
The third section reports
findings related to the respondents' perceptions of needs in the eleven
clusters.
Perceptions of the best ways to acquire selected areas of
professional skills and knowledge are reported in section four.
The
fifth section presents findings regarding respondents' perceptions of the
purposes of teacher training and time preference in participating in
training activities.
Differences between teachers and principals on
perceptions are reported in the sixth and final section.
Also, in this
section, findings resulted from hypotheses testings are presented.
DESCRIPTION OF RESPONDENTS
The first part of the instrument used for this study consists of a
set of questions designed to obtain some specified personal information
about the respondents.
150 questionnaires were distributed to 50 aided
secondary schools, with one principal, one non-graduate teacher and one
I!T:1I
graduate teacher drawn from each school.
responses was 93 or 62 percent.
The number of returned
One response or 1.1 percent of the total
returns was found to be unusual, and therefore was discarded.
In order
that three respondents can be drawn from each sample school, the other
two responses from the same school were eliminated too.
The total number
of usuable response was 90 or 60 percent of the total number distributed.
Table 4.1 showed male subjects were slightly in the majority.
Distribution by Sex
Table 4.1:
Teachers
SexN
Principals
______ ______ _____
Z
N
Male
32
53.3
18
60
Female
28
46.7
12
40
Total
60
30
100
100
Page 41
The majority of subjects were in theiryouth, between 31-40 years old,
indicated in Table 4.2.
Table 4.2:
Distribution by Age
-
Teachers
Age Group
Principals
________ _____ ______
N
Z
Z
N
20-30
28
46.7
0
0
31-40
29
48.3
6
20
41 - 50
3
5.0
18
60
over50
O
O
6
20
60
100
30
100
Total
Table 4.3 and Table 4.4 indicated the number of years of experience of
teachers and principals.
Table 4.3:
Distribution by Years of Experience in Teaching
Experience in Teaching
N
Z
Years
27
45.0
6 - 10 Years
12
20.0
11 - 15 Years
11
18.3
Over 15 Years
10
16.7
Total
60
1 - 5
100
Page 42
Table 4.4:
Distribution by Years of Experience as an Aided Secondary
School Principal
Experience as An Aided Secondary School Principal
i - s
Z
N
Years
10
33.3
6 - 10 Years
12
40.0
11. - 15 Years
4
13.3
Over 15 Years
4
13.3
Total
30
99.9
Nearly half of the teachers, 45 percent, had between 1-5 years of
teaching experience.
For principals, 40 percent had 6-10 years of
experience as an aided secondary school principal.
The findings revealed among the graduate teachers 22 or 73.3 percent
obtained Cert.Ed. oi
Dip.Ed. from the local universities.
Nearly half of
the teachers, 45.5 percent got the professional qualification between
1981-1987 as shown in Table 4.5.
Page 43
Table 4.5:
Distribution by Year of Obtaining Professional Qualification
Teachers
Year of Obtaining Cert.Ed./Dip.Ed.
N
Before 1970
1
4.5
1971 - 1975
6
27.3
1976 - 1980
5
22.7
1981 - 1987
10
45.5
Total
22
100
In regard to principals,29 or 96.7 percent obtained the professional
qualification, for example, Cert.Ed. or Dip.Ed.
29 or 48.3 percent teachers taught language as shown in Table 4.6.
Table 4.6:
Distribution by Area of Teaching
Teachers
Area of Teaching
N
Z
Language
29
48.3
Mathematics
12
20.0
7
11.7
12
20.0
Science
Humanities and Social Science
Total
60
100
Table 4.7 indicates the post held by teachers.
Table 4.7:
Distribution by Post Held
Teacher
Post Held
N
Z
CM
17
28.3
AM
11
18.3
SAM
3
5.0
GM
12
20.0
SGM
17
28.3
100
60
Table 4.8 shows the level of education of both teachers and principals.
Table 4.8:
Distribution by Level of Education
Teachers
Principals
Level of Education
Z
N
Z
N
Non-graduate
30
50.0
0
First Degree
25
41.7
22
73.3
5
8.3
8
26.7
Higher Degree
Total
60
100
30
0
100
Page 45
TEACHERS IN-SERVICE TRAINING NEEDS AS PERCEIVED BY TEACHERS AND
PRINCIPALS IN SELECTED AREAS OF PROFESSIONAL SKILLS AND KNOWLEDGE
In order to depict the importance of the selected skills and
knowledge, responses to each item by teachers and principals were
recorded and tabulated in rank order according to the descriptive
statistics (mean and standard deviations).
is presented in Table 4.9 and Table 4.10.
The outcome of this process
The observed frequencies for
the 46 items are presented in Appendix 3.
PERCEPTIONS OF TEACHERS ON THE 46 ITEMS OF TRAINING NEEDS
Table 4.9 shows that the majority of teachers who participated in
this study perceived moderate amount of traíning needs in selected areas
of professional skills and knowledge.
from (
3.800) to (
= 2.283).
The average mean ratings ranged
The grand mean for the total number of
items given by the total number of subjects was (
= 3.077), indicating
that the subjects' scores were at the mid-point on the scale for
perceived importance.
Of the total number of items, 63 percent or 29
items received a mean rating above (= 3), 1 item or 2.2 percent were
rated less than
(
(
= 2.500).
The lowest rated item received a rating of
= 2.283) was given to Presenting ideas in Chinese (when the medium of
instruction is English).'
According to the average mean ratings,
the five most needed
professional skills and knowledge, as identified by teachers, are the
fol lowing:-
- Skills in counselling.
- Psychological basis of educational practice (e.g. application of
psychology in teaching/learning).
- Skills in career guidance.
- Identifying and selecting resource material.
- Motivating pupils to learn (e.g. arousing interest, using reward
and punishment).
In regard to those highly rated skills related to teaching and
learning, the findings correspond to
Hass1s
(1957, p.21) identification
of teachers' training needs in which Hass specified five teaching and
learning skills (out of nine) as teachers' typical training needs.
Similarly, a study of teachers' in-service training preference undertaken
by the National Foundation for Educational Research listed five topics
related to classroom teaching as important programmes of teacher
The job-embedded training
training.
skills
identified by the respondents
had also been specified in Nicholson's research (1976, p.1S-20) in which
teachers' immediate needs in their current teaching position were
considered as important areas of in-service programmes.
However, extra-
curricular skills - counselling and career guidance, were neither
identified by Hass, Nicholson nor the research committee (NFER) as the
most needed training
Table 4.9:
skills.
Perceptions of Teachers on al 1 46 Items in Order of
Importance by Mean Rating.
S.D.
Description
I:r
40
Skills in counselling
56
Psychological basis of educational practice
application of psychology in
(e.g.
3.800
.935
3.550
.811
3.483
1.081
3.467
1.084
teaching/i earning)
41
5
Skills in
career guidance
Identifying and selecting resource material
Page 47
Item
SD.
Description
No.
Motivating pupi1s to learn (e.g. arousing
interest, using reward and punishment)
3450
1048
i
ki11s n curriculum development, change and
innovation
3417
.962
2
Identifying contemporary development of the
teaching/examination syllabus of the subject
383
865
3.383
.958
3.383
1.010
367
1.025
3333
.816
Identifying and selecting resource material
3.333
1.084
48
Education policy
3.283
.825
23
Identifying and using appropriate ways for
monitoring pupil progress
3.283
1.027
32
Identifying resources, both in and outside of
the school setting to aid in the development of
individual pupils wíth special needs (e.g.
gifted child, less academically oriented pupils)
3.283
1.043
43
Skills in time-tabling
3.250
1.052
25
51
30
Education 1aw ordinance and Codes of Aid for
secondary school
Identifying pupils whose performance is
impaired by learning disabilities,
behaviour/emotional problems, family problems
.
etc.
31
Adjusting the learning/classroom environment and
materials to better serve individual pupils with
special needs (e.g. gifted child, less
academically oriented pupils etc.)
50
Special curricular provisions (e.g.
civic/moral/sex education)
5
Page 48
Item
Description
S.D.
No.
11
Conducting discussions and tutorials
19
3,167
1.044
Designing and producing audio-visual aids when
suitable ones are not readily available
3167
1.060
12
Organizing and supervising practical work (e.g.
lab. work or field trips)
3150
1.071
46
Skills in planning teaching schedule
3.150
1.176
55
Sociological basis of educatíonal practice (e.g.
education for the need of society)
3.133
.892
Questioning during a lesson
3.133
1.096
24
Maintaining a good teacher-pupil relationship
3.117
1.151
28
Constructing and using tests for evaluating
pupil progess
3.100
1.003
53
Philosophic-political basis of educational
practice (e.g. education for citizenship)
3067
.918
49
Education system (e.g. structure of primary,
secondary, tertiary education)
3050
.852
44
Arranging/conducting meeting
3.033
1.057
39
Skills in organizing/conducting extra-curricular
activities
3.017
.948
37
Skills in identifying and contributing to
meeting goal(s) of the school (e.g. education of
the whole person)
3.017
1.142
54
Economic basis of educational practice (e.g.
education for manpower needs)
2.983
.930
g
Item
Description
No.
S.D.
22
Maintaining classroom discipline
2.983
1.200
10
Lecturing, explaining and demonstrating
2.967
1.073
45
Allocating pupils to different classes/streams
2.950
.982
Setting objectives for a lesson
2.917
1.154
27
Setting and marking pupilst work
2.900
1.037
20
Evaluating and identifying sources of audiovisual instructional material
2.900
1.085
18
Using ETV programmes and similar types of audiovisual aids (e.g. slides, film strips, videocassette, computer application etc.)
2.850
1.022
17
Using basic audio-visual aids (e.g. Chalkboard
pictures, charts, specimens, tapes, OHP etc.)
2.817
1.017
2.750
.950
2.650
1.087
etc.
3
8
Pacing and sequencing a lesson
Skills in working/collaborating with other
36
colleagues (e.g. principal,
administrative/clerical staff etc.)
7
Introducing/Concluding a lesson
2.517
.922
34
Skills in working/collaborating with teachers in
the same subject group
2.617
1.151
14
Modulating speech according to class size and
the physical condition of the classroom
2.550
.872
13
Using gestures and facial expression for
assisting in communication
2.533
1.049
Page 50
Item
Description
No.
S.D.
35
Skills in working/collaborating with teachers in
other subject groups
2.533
1.065
15
Presenting ideas in Chinese (when the medium of
instruction is English)
2.283
1.091
PERCEPTIOr4SOFPRINCIPALS ON THE 46 ITEMS OF TRAINING NEEDS
Table 4.10 shows that the majority of principals participated in
this study perceived teachers need moderate amount of training in
selected areas of professional skills and knowledge.
ratings ranged from (
= 2.690) with a grand mean of (
=
Of the 46 items, 37 or 80.4 percent received a mean rating above
3.254).
(
= 3.733) to (
The average mean
= 3).
No item was rated less than (
received a rating of (
= 2.5).
= 2.690) was given to
The lowest rated item
Presenting ideas in
Chinese (when the medium of instruction is English).'
The highest rated
skills and knowledge by principals are the following five items:- Skills in counselling.
- Identifying and using appropriate ways for monitoring pupil
progress.
- Motivating pupils to learn (e.g.
arousing interest,
using reward
and punishment).
- Identifying pupils whose perforTnce is impaired by learning
disabilities, behaviour/emotional problems, family problems etc.
- Adjusting the learning/classroom environment and material to
better serve individual pupils with special needs (e.g. gifted
child, less academically oriented pupils etc.)
The findings regarding perceptions of principals bear similarities
Page 51
to the study conducted by Wells (1978, p.99) on the perceptions of
superintendents on elementary teachers' professional concerns and inservice needs.
The only difference lies in the fact that the subjects in
this study perceived counselling as the most important skill teachers
need training, but such skill was not identified by Wells.
In comparing the mean ratings between teachers and principals, the
grand mean of principals (
teachers
= 3.254) was slightly greater than that of
= 3.077) and both
groups1
scores were slightly above the
average or mid-point on the scale for perceived importance.
Both
teachers and principals perceived 'Skills in counselling' as the most
important training needs and 'Presenting ideas in Chinese' was the least
important skill teachers need training.
In regard to the highest rated skills, it seems to reflect that both
teachers and principals place great emphasis on pupils' behaviour.
In
fact, the issue becomes a major concern particularly when the rate of
unruly and delinquent behaviour of pupils are increasing rapidly in
recent years.
According to a report on the survey of unruly and
delinquent behaviour of pupils in secondary schools, 1984/85 (Standing
Committee on Unruly and Delinquent Behaviour in School, Education
Department) 57,405 incidents were reported between January and April
1985, improper behaviour included: disciplinary offences to attract
attention, habitual lateness, regular use of foul language, cheating,
rebellious behaviour,
school,
failing to hand in assignments/bring textbooks to
acts of physical violence,
involvement in triad activities etc.
stealing, gambling, suspected
Apparently, professional training
in counselling can better equip teachers with the necessary skills to
deal with problem children.
With respect to the least needed skills - 'Presenting ideas in
Chines&, it reflects that both teachers and principals hold the opinion
that as most secondary school teachers are Chinese, oral and written
skills in Chinese are therefore least needed.
Table 4.10:
Perceptions of Principals on all 46 Items in Order of
Importance by Mean Rating.
Item
Description
x
S.D.
40
Skills in counselling
3.733
.944.
23
Identifying and using appropriate ways for
monitoring pupil progress
3724
.797
25
Motivating pupils to learn (e.g. arousing
interest, using reward and punishment)
3724
.882
30
Identifying pupils whose performance is impaired
by learning disabilities, behaviour/emotional
problems, family problems etc.
3.700
1.055
31
Adjusting the learning/classroom environment arid
material to better serve individual pupils with
special needs (e.g. gifted child, less
academically oriented pupils etc.)
3667
1.028
22
Maintaining classroom discipline
3.586
1.119
3.567
1.006
32
Identifying resources, both in and outside of
the school setting to aid in the development of
individual pupils with special needs (e.g.
gifted child, less academically oriented pupils
etc.)
28
Constructing and using tests for evaluating
pupil progress
11
Conducting discussions and tutorials
.00
3.517
.871
Page 53
Description
I:t1
Identifying contemporary development of the
teaching/examination syllabus of the subject
S.D.
500
861
Skills in organizing/conducting extra-curricular
activities
3 467
937
curriculum development, change and
Skills !
i nnovaton
3.467
.973
Organizing andsupervising practical work (e.g.
lab. work or field trips)
3448
.783
Questioning during a lesson
3.448
.870
Designing and producing audio-visual aids when
suitable ones are not readily available
341
.983
Identifying and selecting appropriate methods
and techniques to teach
3.400
1.037
41
Skills in career guidance
3.367
.964
20
Evaluating and identifyingsources of audiovisual instructional material
24
Maintaining a good teacher-pupil relationship
3.241
.912
46
Skills in planning teaching schedule
3.233
.817
27
Setting and marking pupils' work
3.233
.858
48
Education policy
3.233
.898
37
Skills in ídentifying and contributing to
meeting goal(s) of the school (e.g. education of
the whole person)
3.233
1.006
2
39
1
12
9
19
4
.
.
.897
Page 54
Iri
56
50
Description
S.D.
Psychological basis of educational practice
(e.g. application of psychology in
teaching/learning)
3.200
.761
Special curricular provision (e.g. civic/
3200
.847
moral /sex educati on)
53
Philosophic-political basis ofeducational
practice (e.g. education for citizenship)
3.200
.847
44
Arranging/conducting meeting
3.200
.805
10
Lecturing, explaining and demonstrating
3.172
1.037
5
Identifying and selecting resource material
3.167
.913
3
Setting objectives for a lesson
3.133
.973
Using basic audio-visual aids (e.g. chalkboard,
pictures, charts, specimens, tapes, OHP etc.)
3138
.833
Pacing and sequencing a lesson
3.103
.817
18
Using ETV programmes and similar types of audiovisual aids (e.g. slides, film strips, videocassette, computer application etc.)
3.103
.860
49
Education system (e.g. structure of primary,
secondary, tertiary education)
3100
.847
55
Sociological basis of educational practice (e.g.
education for the need of society)
3067
.740
36
Skills in working/collaborating with other
colleagues (e.g. principals,
administrative/clerical staff etc.)
3.067
.907
17
8
Page 55
Item
Description
S.D.
No.
51
45
Education law, ordinance and Codes of Aid for
secondary school
3067
.907
Allocating pupils to different classes/streams
2,967
.765
etc.
54.
Economic basis of educational practice (e.g.
education for manpower needs)
2.967
.850
13
Using gestures and facial expression for
assisting in communication
2.966
1.017
34
Skills in working/collaborating with teachers in
the same subject group
2.933
.828
43
Skills in time-tabling
2.933
1.081
35
Skills in working/collaborating with teachers in
other subject groups
2.900
.923
Introducing/concluding a lesson
2.862
.833
14
Modulating speech according to class size and
the physical condition of the classroom
2.759
.988
15
Presenting ideas in Chinese (when the medium of
instruction is English)
2.690
.930
7
ANALYSING RESPONDENTS' PERCEPTIONS 0F NEEDS ON THE ELEVEN CLUSTERS
The questionnaire was divided into eleven major categories (or
clusters) of professional skills and knowledge.
Each of the eleven
clusters was made up of several items as shown in Table 4.11.
Page 56
Table 4.11:
Cluster
Description
ITEM
i
PS
2
Items Making Up Each Cluster
3
4
5
6
7
8
9
10
11
ICS
IM
SPMS
ES
SNS
IS
ECS
AS
KE
KT
i
7
17
22
27
30
34
39
43
48
53
2
8
18
23
28
31
35
40
44
49
54
3
9
19
24
32
36
41
45
50
55
4
10
20
25
46
51
56
5
11
37
12
13
14
15
(Blank items include 6, 16, 21, 26, 29, 33, 38, 42, 47, 52 and 57)
=
=
=
CPMS =
ES
=
SNS =
IS
=
ECS =
PS
ICS
IM
AS
KE
KT
Planning skills
Instructional/Communication skills
Implementation of media
Classroom/Pupil management skills
Evaluation skills
Special needs skills
Interpersonal skills
Extra-curricular skills
Administrative skills
= Knowledge of the education system
= Knowledge of the theoretical foundation of educational practice
The mean ratings for the eleven clusters was tabulated in rank order
as shown in Table 4.12 while teacher respondents perceived the greatest
in-service needs related to 'Extra-curricular skills', principals rated
Page 57
'Special needs ski11s as the most important area of teacher training.
Both groups rated skills related to interpersonal as the least important
in-service priority.
For teachers, the average mean ratings for all
eleven clusters ranged from
(
= 3.303) to
principals' average mean ratings ranged from
Table 4.12:
(
(
=
3.183), whereas
= 3.645) to
(
= 3O33).
Average Mean Ratings for the Eleven Clusters by Each Group
Teacher
Name of Cluster
Pri ncipal s
Name of Cluster
S.D.
S.D.
SNS
3.645
1.030
1.026
CPMS
3.569
.928
3.303
1.038
ECS
3.522
.948
KE
3.262
.863
ES
3.383
.879
CPMS
3.208
1.107
PS
3.333
.951
KT
3.183
.888
IM
3.250
.893
AS
3.096
1.067
KE
3.150
.884
ES
3.000
1.020
KT
3.109
.800
IM
2.934
1.046
ICS
3.107
.905
ICS
2.794
1.019
AS
3.083
.867
IS
2.704
1.111
IS
3.033
.916
ECS
3.433
.988
SNS
3.344
PS
Page 58
In regard to the ways of acquiring selected areas of professional
skills and knowledge, Table 4.13, Table 4.14, Table 4.15 and Table 4.16
present the perceptions of each group in detail.
Table 4.13:
Teachers' Perceptions of the Ways to Acquire Selected Areas
of Professional Skills and Knowledge
= School-based training activities
Training programmes offered by local universities
Org = Training courses provided by various organizations
S.S. = Self study programme
S-B
u
Item
No.
Description
I.
Perceived
Best Way
to Learn
Percentage
Planning Skills
1.
Skills in curriculum development,
change and innovation
Org
50.0
2.
Identifying contemporary development of
the teaching/examination syllabus of
the subject
Org
61.7
3.
Setting objectives for a lesson
U
38.3
4
.
Identifying and selecting appropriate
methods and techniques to teach
U
46 7
5
.
Identifying and selecting resource
material
Org
53 3
II. Instructional/Communication Skills
7.
Introducing/Concluding a lesson
U
36.7
8.
Pacing and sequencing a lesson
U
33.3
Page 59
Item
Description
No.
Perceived
Best Way
to Learn
Percentage
Questioning during a lesson
U
38.3
10.
Lecturing, explaining and demonstrating
U
51.7
11.
Conducting discussions and tutorials
U
50.0
12
Organizing and supervising practical
work (e.g. lab. work or field-trips)
13.
Using gestures and facial expression
for assisting in communication
9.
Modulating speech according to class
size and the physical condition of the
14.
Or g
43 3
s.s.
so.o
S.S.
30.0
cl ass room
Presenting ideas in Chinese (when the
medium of instruction is English)
15
III.
17.
46.7
Implementation of Media
Using basic audio-visual aids (e.g.
chalkboard, pictures, charts,
Org
30.0
S-B
or
Org
31.7
specimens, tapes, 01-IP)
18
.
19.
Using ETV programmes and similar types
of audio-visual aids (e.g. slides, film
strips, video-cassette, computer
application etc.)
Designing and producing audio-visual
aids when suitable ones are not readily
Org
38.3
u
38.3
avail able
20
.
Evaluating and identifying sources of
audio-visual instructional materials
Perceived
Best Way
to Learn
Item
Description
No.
Iv.
Classroom/Pupil Management Skflls
22.
Maintaining classroom discipline
23
.
24.
Percentage
S-B
38.3
Identifying and using appropriate ways
for monitoring pupil progress
U
400
Maintaining a good teacher-pupil
relationship
s.s.
35.0
Motivating pupils to learn (e.g.
arousing interest, using reward and
punishment)
U
43.3
25.
Iv.
Evaluation
27.
Setting and marking pupils
work
U
33.3
28.
Constructing and using tests for
evaluating pupil progress
U
41.7
Org
41.7
VI.
30
.
31.
32.
Special Needs Skills
Identifying pupils whose performance is
impaired by learning disabilities,
behaviour/emotional problems, family
problems etc.
Adjusting the learning/classroom
environment and materials to better
serve individual pupils with special
needs (e.g. gifted child, less
academically oriented pupils etc.)
Identifying resources, both in and
outside of the school setting to aid in
the development of individual pupils
with special needs (e.g. gifted child,
less academically oriented pupils etc.)
U
or
35.0
Org
Org
50.0
Page 61
Perceived
Best Way
to Learn
Item
Description
No.
VII.
35
Interpersonal Skills
Skills in working/collaborating with
teachers in the same subject group
34.
5B
41 7
in working/collaborating with
teachers in other subject groups
58
50 0
Skills in working/collaborating with
other colleagues (e.g. principal,
administrative/clerical staff etc.)
S-B
48.3
S-B
40.0
Skills
.
36.
Percentage
Skills
in identifying and contributing
to meeting goal (s) of the school (e.g.
education of the whole person)
37.
VIII.
3g
Extra-Curricular
Skills
Skills in organizing/conducting extracurricular activities
.
40.
Skills in counselling
41.
Skills in career guidance
Ix.
Org
ti
45.0
Org
55.0
Administrative Skills
43.
Skills in time-tabling
S-B
31.7
44.
Arranging/conducting meeting
Org
38.3
45
Allocating pupils to different
classes/streams etc.
.
46.
Skills in planning teaching schedule
5B
36.7
U
36.7
Page 62
Perceived
Best Way
to Learn
Item
Description
No.
X.
Percentage
Knowledge of the Education System
48.
Education policy
49.
Education system (e.g. structure of
primary, secondary, tertiary education)
Org
50.
Special curricular provisions
civic/moral/sex education)
51.
Education law, ordinance and Codes of
Aid for secondary scnool
(e.g.
43.3
Org
38.3
Org
58.3
Org
53.3
Knowledge of the Theorectical
Foundations of Educational Practice
XI.
53.
Philosophic-political basis of
educational practice (e.g. education
for citizenship)
54
Economic basis of educational practice
(e.g. education for manpower needs)
.
U
55.0
U or
Org
41 7
55.
Sociological basis of educational
practice (e.g. education for the need
of society)
U
50.0
56.
Psychological basis of educational
practice (e.g. application of
pychology in teaching/learning)
U
63.3
Teachers held different opinions in regard to ways of acquiring the
46 areas of professional skills and knowledge.
Among the four ways,
1îraining programmes offered by local universities' was the most
preferred way of learning, followed by 'Training courses provided by
various organizations' and 'School-based training activities'.
'Self
study programme' was the least preferred way to acquire professional
skills and knowledge.
When the eleven clusters were taken into consideration, different
ways of learning were identified in each cluster as shown in Table 4.14.
Table 4.14:
Teachers' Perceptions of the Best Ways to Learn on the
Eleven Clusters
Naine of Cluster
Best way to Learn
Planning skills
Various organizations
Instructional/Communication skills
Local universities
Implementation of media
Various organizations
Classroom/Pupil Management skills
Local universities
Evaluation skills
Local universities
Special needs skills
Various organizations
Interpersonal skills
School-based training activities
Extra-curricular skills
Various organizations
Administrative skills
School-based training activitíes
Knowledge of the education system
Various organizations
Knowledge of the theoretical
foundation of educational
Local universities
practi ce
Page 64
Table 4.15:
Principals' Perceptions of the Ways to Acquire Selected
Areas of Professional Skills and Knowledge
S-B
=
=
Org =
S.S. =
u
School-based training activities
Training programmes offered by local universities
Training courses provided by various organization
Self study programme
Perceived
Best way
to Learn
Item
Description
No.
I.
Planning
Percentage
Skills
Skills in curriculum development,
change and innovation
Or g
53 5
2.
Identifying contemporary development of
the teaching/examination syllabus of
the subject
Org
76.7
3.
Setting objectives for a lesson
U
43.3
4.
Identifying and selecting appropriate
methods and techniques to teach
5.
Identifying and selecting resources
maten al
i
.
II.
Instructional/Communication
u
46 7
Org
56.7
Skills
Org
33.3
7.
Introducing/Concluding a lesson
8.
Pacing and sequencing a lesson
9.
Questioning during a lesson
U
43.3
Lecturing, explaining and demonstrating
U
56.7
10.
Sgor
30.0
Item
Description
No.
Perceived
Best way
to Learn
Percentage
U
50.0
11.
Conducting discussions and tutorials
12
Organizing and supervising practical
work (e.g. lab. work or field-trips)
u
43 3
Using gestures and facial expression
for assisting in communication
Org
300
S-B
30.0
13
.
.
14.
Modulating speech according to class
size and the physical condition of the
cl assroom
15.
Presenting ideas in Chinese (when the
medium of instruction is English)
III.
17.
18.
Implementation of Media
Using basic audio-visual aids (eg.
chalkboard, pictures, charts,
specimens, tapes, OHP)
Using ETV programmes and similar types
of audio-visual aids (e.g. slides, filin
stri PS, Vi deo-cassette, computer
application etc.)
19.
46 7
s s.
Designing and producing audio-visual
aids when suitable one are not readily
Org
36.7
Org
or
S-B
33.3
Org
50.0
Org
60.0
avail able
20
.
Evaluating and identifying sources of
audio-visual instructional materials
Iv.
22.
Classroom/Pupil Management Skills
Maintaining classroom discipline
46.7
S-B
j
!]...]
.
]!!!!
.
]][][.] ....!!!.....-..!! !!![!!!!!!!!!!!
Perceived
Best way
to Learn
Item
No.
Description
23.
Identifying and using appropriate ways
for monitoring pupil progress
24.
Maintaining a good teacher-pupil
relationship
25.
Motivating pupils to learn (e.g.
arousing interest, using reward and
punishment)
Iv.
Setting and marking pupilst work
28
Constructing and using tests for
evaluating pupil progress
VI.
Percentage
u
56 7
S-B
46 7
U
50.0
S-B
36.7
Evaluation
27.
.
_
u
600
u
50.0
Special Needs Skills
30.
Identifying pupils whose performance is
impaired by learning disabilities,
behaviour/emotional problems, family
problems etc.
31.
Adjusting the learning/classroom
environment and materials to better
serve individual pupils with special
needs (e.g. gifted child, less
academically oriented pupils etc.)
32.
Identifying resources, both in and
outside of the school setting to aid in
the development of individual pupils
with special needs (e.g. gifted child,
less academically oriented pupils etc.)
U or Org
Org
40.0
63.3
Page 67
Item
No.
Description
VII.
Perceived
Best way
to Learn
Percentage
Interpersonal Skills
34
.
Skills in working/collaborating with
teachers in the same subject group
S-B
633
35
.
Skills in working/collaborating with
teachers in other subject groups
S-B
600
36.
Skills in working/collaborating with
other colleagues (e.g. principal,
administrative/clerical staff etc.)
S-B
50.0
37.
Skills in identifying and contributing
to meeting goal (s) of the school (e.g.
education of the whole person)
S-B
53.3
Org
43.3
U
46.7
Org
60,0
viir.
Extra-Curricular Skills
39.
Skills in organizing/conducting extracurricular activities
40.
Skills in counselling
41.
Skills in career guidance
Ix.
Administrative Skills
43.
Skills in time-tabling
S-B
43.3
44.
Arranging/conducting meeting
Org
53.3
45.
Allocating pupils to different
classes/streams etc.
46.
Skills in planning teaching schedule
S-B
U
50.0
60.0
Item
Description
No.
X.
-
.. .
Perceived
Best way
to Learn
Percentage
Org
46.7
u
36 7
Knowl edge ot
.
.
..
.
.
.
.
.
._.
.
....__. . ._
.
.
.
.
48.
Education poUcy
49
.
Education system (e.g. structure of
primary, secondary, tertiary education)
50
.
Special curricular provisions (e.g.
civic/moral/sex education)
Or g
567
51
.
Education law, ordinance and Codes of
Aid for secondary school
Or g
43 3
u
76.7
XI.
Knowledge of the Theoretical
53
.
Foundations of Educational Practice
Philosophic-political basis of
educational practice (e.g. education
for citizenship)
54
.
Economic basis of educational practice
(e.g. education for manpower needs)
u
76 7
55.
Sociological basis of educational
practice (e.g. education for the need
of society)
U
73.3
56.
Psychological basis of educational
practice (e.g. application of
psychology in teaching/learning)
U
70.0
Slightly different from teachers, principals regarded 'Training
courses provided by various organizations' as the most preferred way of
learning.
Principals also perceived 'Self study programme' as the least
preferred way to acquire professional skills and knowledge.
Table 4.16
Page 69
indicates principals' perceptions of the best ways to learn on the eleven
clusters.
Table 4.16:
Principals' Perceptions of the Best Ways to Learn on the
Eleven Clusters
Name of Cluster
Best Way to Learn
Planning skills
Various organizations
Instructional/Communication skills
Local universities
Implementation of media
Various organizations
Classroom/Pupil management
skills
School-based training activities
or local universities
Evaluation skills
School-based training activities
or local universities
Special needs skills
Various organizations or local
uni versi ti es
Interpersonal skills
Extra-curricular
Administrative
skills
skills
School-based training activities
Various organizations
School-based training activities
Knowledge of the education system
Various organizations
Knowledge of the theoretical
foundation of educational practice
Local universities
Principals and teachers held similar ideas in regard to the best
ways to learn on the eleven clusters as summarized in Table 4.17.
Page 70
Table 4.17:
Principals' and Teachers' Perceptions of the Best Way to
Learn on the Eleven Clusters
Name of Cluster
Best Way to Learn
Interpersonal skills
School-based training
activi ties
Administrative skills
Instruction/Communication skil Is
Classroom/Pupil management skills
Local universities
Evaluation skills
Knowledge of the theoretical foundation
of educational practices
Planning skills
Special needs skills
Implementation of media
Various organizations
Extra-curricular skills
Knowledge of the education system
The findings bear similarities to the delivery mechanism listed by
Bolam (1982,
p.26) in the Final Report of CERI Project on INSET, OECD, in
which school-focused INSET mainly dealt with competencies related to job
specific, problem solving, practical knowledge and skills, whereas long
courses e.g.
BEd., Advanced Diploma and M.Ed. were focused on the
knowledge of theory, research and subject discipline.
However, since
there is no teachers' centre in Hong Kong, various organizations have
Page 71
contributed significatly to the provision of a great variety of training
courses for teachers, ranging from general to practical knowledge and
skills.
It is worth noting that school-based training actívities which
have been greatly advocated by educators (Nicholson (1976), McLaughlin
and Marsh (1978), Yarget et al
(1980), Lord James (DES 1972) etc.) and
.
being implemented in many parts of the world are not yet given due
concern in local schools.
Indeed, efforts are needed to develop school-
based training activities in Hong Kong.
PERCEPTIONS OF PURPOSE OF TEACHER TRAINING
In regard to purpose of in-service teacher training, the average
mean ratings by each group are indicated in Table 4.18.
Table 4.18:
Average Mean Ratings for the Five Purposes of In-service
Teacher Training
Principal
Teacher
Purpose
Purpose
.
A
B
C
D
E
=
=
=
=
=
-.______
S.D.
S.D.
C
3.950
1.156
B
3.667
1.241
B
3.917
1.197
E
3.400
1.192
A
2.900
1.053
C
3.167
1.533
E
2.383
1.250
A
2.400
1.380
D
1.867
1.157
D
2.367
1.299
Enhancing individual's career prospect
Enhancing individual's personal growth and development
Broadening individual 's professional growth
Maintaining effective relationship among staff
Enhancing school development
vage
TEACHERS' PERCEPTIONS OF TRAINING PURPOSES
Teachers perceived 'Broadening individual's professional growth' as
the most important purpose of in-service teacher training with ari average
mean ratings of (
= 3.950).
They considered 'Maintaining effective
relationship among staff' as the least important purpose, with an average
mean ratings of (
= 1.867).
PRINCIPALS' PERCEPTIONS OF TRAINING PURPOSE
Rather different from teachers, principals perceived 'Broadening
individual 's professional growth' as the third important purpose of
teacher training.
While they regarded 'Enhancing individual's personal
growth and development' as the most important purpose of training (
3.667),
=
'Enhancing school development' was considered by most principals
the second most important training purpose.
Principals agreed with
teachers in regarding 'Maintaining effective relationship among staff' as
the least important purpose of teacher training
(
= 2.367).
PERCEPTIONS OF TRAINING TIME
With respect to time of day teachers should participate in inservice training activities, Table 4.19 shows that 49 or 81.7 percent
teacher respondents held the opinion that teachers should spend their own
time (rather than within working time) to update their skills and
knowledge of teaching.
Similarly, the majority of principals, 27 or 90
percent considered training time should not be within teachers' working
time.
Page 73
Table 4j9:
Perceptions of Training Time
Teachers'
Perceptions
Principals'
Perceptions
Training Time
Percent
No.
Percent
No.
Teachers' own time
49
81.7
27
90
Within teachers' working time
11
18.3
3
10
60
100.0
30
100
Total
The findings are rather different from those reported in the study
conducted by Copeland W. and Kingsford S. (1981, p.38) in which most
teachers indicated their preference for release time in order to
participate in in-service training.
The recommendatìons made in the
James Report that all teachers might have some entitlement to regular
release for in-service education are also irrelevant to most subject in
this study.
Table 4.20 indicates while 23 or 38.3 percent teachers preferred
training activities to be held in weekends, 20 or 33.3 percent preferred
late afternoon (4.00 p.m. - 7.00 p.m.).
time was in the evening (7.00 p.m.
The least preferred training
- 10.00 p.m.).
Principals held
similar ideas in regard to preference of training time.
16 or 53.3
percent perceived weekends as the most appropriate time for teachers to
participate in training activities,
11 or 36.7 percent thought evenings
would be ideal time for training activities to take place.
Page 74
Table 4.20:
Preference of Training Time
Principals'
Preference
Teachers '
Preference
Time Preference
No.
Percent
No.
Percent
Weekend
23
38.3
16
53.3
Late afternoon (4.00 p.m. - 7.00 p.m.)
20
33.3
11
36.7
6
10.0
0
11
18.3
3
60
99.9
30
Evening (7.00 pm. - 10.00 p.m.)
Within working time
Total
0
10.0
100
HYPOTHESES TESTING
In this section, the study's research hypotheses were tested to
determine if there were significant differences among respondents in
regard to their perceptions of in-service training needs on the 46 items
of cornpetencies.
Hypothesis 1:
There are no significant differences in the perception of
teachers and principals in regard to teachers' in-service training
needs in selected areas of professional knowledge and skills.
To test the above hypothesis, T-tests were used and .05 significance
level was adopted.
The T-tests Table (Appendix 3) reveals that in items
8, 22, 23, 39 and 51, the observed differences in means are too great
( > 2.000) to be a result of sampling error and therefore there are
significant differences in the perception of teachers and principals in
the following training needs:
Page 75
Item No.
61
Description
Education law, ordinance and Codes of Aid for secondary
school
22
Maintaining classroom discipline
39
Skills in organizing, conducting extra-curricular activities
23
Identifying and using appropriate ways for monitoring pupil
progress
a
Pacing and sequencing a lesson
Teachers perceived greater training needs (
than principals (
= 3.067).
= 3.383) in item 51
Whereas principals rated items 22, 39, 23
and 8 as greater needs than teachers.
This finding suggests that
teachers are more aware of their personal rights and status in the
teaching profession in which they are abided by education law, ordinance
and codes of aid.
Presently, the issue of producing a Code of Aid for
secondary schools best reflects teachers' concern as they are highly
involved in discussion before completion of the draft.
When comparing
with teachers, principals as administrators of schools, perceiving needs
of the organization, are more concerned about the educational development
of pupils, in and out of the classroom as part of the organization
development.
Although it does not necessarily imply that teachers are
less concerned about the educational development of pupils, they tend to
place lpersonal* interests somewhat higher than
Hypothesis 2:
school' interests.
There are no significant differences in the perception of
principals and teachers in regard to purpose of in-service teacher
training.
To test hypothesis 2,
T-tests were used to determine if there were
significant differences between the two groups.
adopted at .05 level.
The significance was
The T-tests table (Appendix 4) shows teachers and
principals differed significantly in their perceptions of two training
purposes - 'Broadening individual's professional knowledget and
'Enhancing school development'.
While teachers perceived 'Broadening
individual's professional knowledge'
what principal s did
development'
(
= 3.952) as more important than
(
= 3.167), principals rated 'Enhancing school
= 3.400) much higher than teachers did (
= 2.383).
The
findings seem to reflect the conflict between meeting the requirements
and goals of the organization and of satisfying the needs for selffulfilment of the individual members of an organization.
As Getzels and
Guba (1957, p.423 - 441) once related this problem to the five purposes
of continuing education for teachers, while purpose i (staff/group
performance) satisfies more the requirements of the system than meets
individual needs, purpose 4 (professional knowledge) is just the reverse.
Principals' perceptions very often reflect needs of the organization.
Teachers, on the other hand, tend to care more about their interest,
'Broadening individual's professional knowledge' not only enhances their
teaching competencies but also updates and widens their scope of
knowledge in the field of education.
In this respect, the most important
thing is when planning teacher training activities, interests of both
individual staff member and the organization must be taken into
consideration.
Hypothesis 3:
There are no significant differences among teachers with
different pre-service qualifications in regard to their perceptions
of teachers' in-service training needs
professional knowledge and skills.
in selected areas of
Page 77
To test the above hypothesis, analysis of variance tests were used
to determine if there were significant differences in perceptions when
responses were grouped according to subjects' educational level.
The
anova table (Appendix 5) reveals that significant differences occured on
just one item - 'Pacing and sequencing a lesson' as shown in Table 4.21.
Analysis of Variance
Table 4.21:
- Training needs by pre-service
qualification
Pacing and sequencing a lesson
Educational Level
S.D.
Non-graduate
3.0690
1.0327
First degree
2.4231
0.7027
Higher degree
2.6000
1.1402
ETA = .3312
SIG = .0365
By examining the mean ratings of respondents, the above table
indicates non-graduates perceived greater training needs in tPacing and
sequencing a lesson' (
degree (
=
3.069) than did the graduates who held a first
= 2.4231).
Hypothesis 4:
There are no significant differences in the perception of
teachers with various degrees of experience in regard to teachers'
in-service training needs
in
selected areas of professional
knowledge and skills.
To test the above hypothesis, responses were grouped according to
respondents' years of experience in teaching.
Then analysis of variance
tests were used (Appendix 5) to determine if there were significant
Page 78
differences in the perception of teachers regarding in-service training
needs which could be attributed to the effect of teachers years of
experience as an independent variable.
The result indicating significant
differences occured on items 4, 5, 9, 11, 17, 25, 28, 31 and 39, as shown
in Table 4.22 (.05 level of significance was adopted).
Table 4.22: Analysis of Variance
- Training Needs by Experience
Years of Teaching Experience
Item
..
Description
No.
1 - 5
/S.D.
6 - 10
11 - 15
i/S.D.
i/S.D.
15
ETA
SIG
Identifying and selecting
appropriate methods and techniques
to teach
3.8148/1.0014
3.75001.8660
2.4545/1.1282
3.3000/1.1595
.4589
.0039
5
Identifying and selecting resource
maten al
3.6296/.9667
3.5000/1.000
2.5455/1.0357
3.2000/1.2293
.3742
.0364
9
Questioning during a lesson
3.4074/1.0099
3.75001.7535
2.36361.9244
2.5000/1.1785
.4913
.0014
Conducting discussions and
3.4444/1.0500
3.50001.6742
2.7273/1.1037
2.5000/.9718
.3940
.0230
3.000/.8771
3.41671.9962
2.0909/.9439
2.4000/.9661
.4574
.0041
3.8148/.7863
3.5833/.9962
2.7273/1.1909
3.1000/1.1972
.4077
.0164
3.4074/.9711
3.25001.9653
2.54551.9342
2.70001.9487
.3625
.0469
3.6667/.9099
3,33331.8876
3.3636/1.1201
2.6000/1.0750
.3665
.0430
3.4815/.8932
2.91671.9003
2.4545/.8202
2.5007.7071
.4779
.0021
4
11
tutori als
17
Using basic audio-visual aids (e.g.
chalkboard, pictures, charts,
specimens, tapes, 01-IP)
25
Motivating pupils to learn (e.g.
arousing interest, using reward and
puni shment)
28
Constructíng and using tests for
evaluating pupil progress
Adjusting the learning/classroom
31
environmentand materiaisto better
serve individual pupils with
special needs
39
Skills in organizing/conducting
extra-curricular activities
(D
-J
vage
When responses are compared according to teachers
years of
experience in teaching, the findings indicate that while teachers with i
- s years of teaching experience needed more training in skills related
to items 4, 5, 25, 28, 31 and 39, teachers with il - 15 years of teaching
experience perceived least training needs in skills related to items 4,
5, 9, i7, 25, 28 and 39.
It seems to reflect that teachers with less
teaching experience need more job-embedded training.
Whereas teachers
with li - 15 years of teaching experience need less training in skills
related to classroom teaching.
Theyd perceive, rather, greater needs in
'Arranging/Conducting meetings' (
teachers did (
= 3.074).
=
3.2727) than less experienced
This finding corresponds to an INSET needs
framework devised by a national committee for INSET in England and Wales
(Final Report on INSET, OECD, 1982, p.18) which specified teachers in
their first six years of teaching went through a period of consolidation
during which they would attend job specific courses and when teachers
were at about mid-career (12-iS years) they would benefit from advanced
studies programmes, possibly to equip them for leadership role.
Hypothesis 5:
There are rio significant differences in the perception of
teachers with different ranks in regard to teachers' in-service
training needs in selected areas of professional knowledge and
skills.
To test the above hypothesis, analysis of variance tests were used
to determine if there were significant differences in perceptions when
responses were grouped according to subjects' ranks.
The anova table
(Appendix 5) shows that significant differences occured on items 4,
15,
17, 18, 22, 25 and 39 as shown in Table 4.23 (.05 level of significance
was adopted).
u
Table 4.23:
Analysis of Variance - Training Needs by Ranks
Rank
.
No.__________
Item
4
15
17
Description
SAM
GM
ETA
CM
AM
x/S.D.
x/S.D.
x/S.D.
x/S.D.
x/S.D.
Identifying and selecting appopriate
methods and techniques to teach
4.0588/
3.4545/
1.1282
3.6667/
3.4167/
1.1645
2.8824/
1.1663
3988
.0459
.5774
Presenting ideas in Chinese
2.5882/
1.1213
2.0909/
2.6667/
1.5000/
.6742
2.5882/
1.2776
.0422
.5774
4025
.8312
34118/
.9393
2.4545/
1.0357
4.000/
0.0
2.5000/
.6742
2.4706/
1.0073
3,5882/
2.2727/
3.6667/
2.2500/
.9393
.5774
.0216
2.7647/
1.0326
.5606
.0003
.7862
Using basic audio-visual aids (e.g.
chalkboard, pictures, charts, specimens,
.8993
SGM
SIG
.0035
tapes, 01-IP)
18
Using ETV programmes and similar types of
audio-vidual aids (e.g. slides, film
strips, video-cassette, computer
application etc.)
22
Maintaining classroom discipline
3.7059/
1.1048
2.4545/
1.0357
3.6667/
.0204
.9653
2.6471/
1.3201
.4329
.5774
25
Motivating pupils to learn (e.g. arousing
interest, using reward and punishment)
3.8824/
2.7273/
1.1909
3.6667/
3.7500/
.8660
3.2353/
1.0914
.4105
.0352
.8575
39
Skills in organizing/conducting extracurricular activities
3.5882/
1.0037
2.3636/
.8090
3,3333/
.5774
3.2500/
2.6471/
.6063
.5052
.0024
.5774
2.750/
.9653
(D
00
Table 4.23 reveals that teachers who held CM posts needed more
trainino in items 4, 22, 25 and 39, whereas AMs needed less training in
items 17, 18, 22, 25 and 39.
Those SAM, however, perceived comparatively
high training needs in items 17 and 18.
The findings indicate CMs
perceived higher training needs in skills related to classroom teaching
and extra-curricular activities than the other groups.
Hypothesis 6:
There are no significant differences in the perception of
teachers with different subjects to teach in regard to teachers' in-
service training needs in selected areas of professional knowledge
and skills.
To test the above hypothesis, analysis of variance tests were used
to determine if there were significant differences in perceptions when
responses were grouped according to subjects' teaching area.
The anova
table (Appendix 5) shows that significant differences occured on items 5,
14 and 41 as shown in Table 4.24 (at .05 level of significance).
Page 83
Table 4.24:
Analysis of Variance - Training needs by Teaching Area
Lang.
Item
5
Sci.
cl.
Description
Identifying and
selecting resource materia'
Modulating
speech according to class
14
Maths.
sizeand the
physical condition of the
-
-
_______ _______ _______
JS*D.
JS.D.
3.4138/
1.0183
2.5517/
ETA
SIG.
i/S.D.
i/S.D.
3.6667/
1.0731
2.2857/
3.4167/
1.0836
.3660
.0435
2.3333
2.000/
0.0
3.0833/
.3686
.0411
2.8571/
.3780
2.8333/
1.1934
.4303
.0090
.8696
.7785
3.8966/
.8170
3.5000/
1.3817
.9512
.9962
cl assroom
41
Skills in
career guidance
Table 4.24 shows Maths. teachers perceived greater training needs
than Science teachers in skills related to
resource material'.
Identifying and selecting
Teachers who teach Social Science and Humanities
needed more training in Modulating speech according to class size and
the physical condition of the classroom' than Science teachers did.
Similarly, differences in perception of training needs occured on skills
in career guidance in which Language teachers perceived greater training
needs than teachers teaching Social Science and Humanities.
Hypothesis 7:
There are no significent differences in the perception of
teachers who work in schools with different years of establishment
in regard to teachers' in-service training needs in selected areas
of professional knowledge and skills.
To test the above hypothesis, analysis of variance tests were used
to determine if there were significant differences in perceptions when
responses were grouped according to subjects' serving schools (years of
estabi ishrnent).
The anova table (Appendix 5) indicates no significant
difference in teachers' perceptions of in-service training needs in all
46 items related to the effect of years of establishment of schools.
Hypothesis 8:
There are no significant differences in the perception of
teachers who had Cert.Ed./Dip.Ed. and those who had not in regard to
teachers' in-service training needs in selected area of professional
knowledge and skills.
To test the above hypothesis, analysis of variance tests were used
to determine if there were significant differences among responses of
both groups of respondents.
The anova table (Appendix 5) shows that
significant differences occured on items 4, 9 and 17 as shown in Table
W41
Table 4.25:
Analysis of Variance - Training needs by professional
quai ification
I tern
Description
With
Cert.Ed./
Dip.Ed.
Without
Cert.Ed./
Dip.Ed.
i/S.D.
i/S.D.
ETA
SIG
Identifying and selecting appropriate methods
and techniques to teach
2.9545/
1.1742
3.7632/
.9982
.3487
.0063
4
Questioning during a
lesson
2.3636/
.6580
2.9737/
1,0263
.3121
.0152
9
2.4091/
3.0526/
1.0120
.3076
.0168
17
Using basic audio-visual
aids (e.g. chalkboard,
pictures, charts,
specimens, tapes, OHP)
.9081
Paye 85
Table 4.25 shows teachers without Cert.Ed./Dip.Ed, perceived greater
training needs in all the three items - 4, 9 and 17 than teachers who
obtained Cert.Ed./Dip.Ed.
The finding suggests that professional
qualification has effect on perceptions of training needs in a few areas
of teaching skills.
CHAPTER V
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
INTRODUCTION
In recent years education in Hong Kong has been under constant
review.
Other than the quantitative expansion, attention has been drawn
to enhance the quality of education.
In particular, teachers' quality is
the focus upon which educators, parents and pupils are growing in concern
with.
The various reports on education - Report by a Visiting Panel
(1982), Education Commission Report No. i (1984) and Education Commission
Report No.
2 (1986) - all pointed out that in-service teacher education
and training is one of the effective and beneficial ways by which quality
education could be improved.
But despite recognition of the importance of in-service teacher
training, both the government and school administrators do not have clear
direction, organization and planning in regard to in-service training
activities or staff development programmes.
A Visiting Panel (1982) has
already pointed out that the major weaknesses of most in-service
activities lie in the fact that they fail to meet the perceived needs of
serving teachers.
Indeed, teachers' in-service training needs should be
systematically assessed before planning of programmes can be done
effectively.
The rapid economical, social and political changes taking place in
Hong Kong have created new demands and responsibilities on teachers.
fact, teachers' work is becoming more and more compl icated.
In
It is the
responsibilities of both the government and school administrators to help
teachers respond to the demands through in-service activities.
most valuable and beneficial training,
For the
teachers' needs should be
determined by examining teachers' perceptions of their in-service
Paoe 87
training priorities and the perceptions of the principals wio are in
direct contact with the job of teachers.
This study attempts to identify the in-service training needs of
teachers in a sample of aided secondary schools in Hong Kong,
perceived by teachers themselves and principals.
as
It is intended that the
findings of this research may serve as basis for establishing a framework
of understanding by which in-service teacher training could improve.
The
study specifically seeks answers to the following five questions:(1)
How do aided secondary school teachers and principals perceive
teachers in-service training needs in selected areas of professional
skills and knowledge?
(2)
What is the effect of selected variables such as level of education,
year of teaching experience, post held, age of serving school,
professional training and subject taught in the perception of
teachers regarding the needs for in-service teacher training in
selected areas of professional skills and knowledge?
(3)
What do aided secondary school teachers and principals perceive
s
best ways to acquire selected areas of professional skills and
knowledge?
(4)
How do aided secondary school teachers and principals perceive the
purposes of in-service teacher training?
(5)
What do aided secondary school teachers and principals perceive as
the most suitable time teachers should participate in in-service
teacher training activities?
The sample consisted of 30 principals and 60 teachers from 30 aided
secondary schools in Hong Kong
The number of returned responses was 93
or 62 percent and the number of usuable response was 90 or 60 percent of
the total number distributed.
In order to identify teachers' in-service
Page 88
training needs, a forty-six item instrument representing varieties of
professional skills and knowledge was constructed.
Ideas of the various
training items were derived from review of the literature and collected
opinion from teachers and principals.
Other than indicating the degree
of training needs in each item, respondents were also required to choose
the best way to learn.
While the first part of the questionnaire
gathered information concerning respondents' personal data, the last
section aimed at finding out respondents' perceptions of purposes of
training and time of day teachers should participate in training
activities.
Data collected for purpose of this study were then computed
on a spss-x system for analysis.
SUMMARY OF MAJOR FINDINGS
FINDINGS REGARDING PERSONAL DATA
Of the total number (N = YO) of subjects who participated in this
study, 55.6 percent were male.
The majority of teacher respondents were
young, 95 percent were between the ages of 20 and 40 years.
principals belonged to the 41 to 50 age group (60 percent).
Most
While 45
percent teachers had one to five years teaching experience, 40 percent
principals already had six to ten years experience in school
administration.
Data collected for this study indicates that while 73.3 percent
graduate teachers obtained either Cert.Ed. or Dip.Ed. from the local
universities, only one principal did not obtain such professional
qualification.
Nearly half of the respondents (48.3 percent) who
participated in this study were language teachers.
It is also found that
non-graduate teachers (N = 30) mainly held the CM post (56.7 percent) and
more than half of the graduate teachers were SGMs.
In regard to
Page 89
respondents' serving schools, 76.7 percent were co-education schools and
40 percent were relatively new with one to ten years of establishment.
FINDINGS REGARDING THE PERCEPTIONS OF NEEDS ON 46 ITEMS
In general, respondents perceived moderate amount of training needs
in 46 items of professional skills and knowledge.
item 15 ('Presenting ideas in Chinese'
= 2.283), respondents' mean
ratings of all competencies were above the average
mean of principals (
With the exception of
= 3.254) and teachers (
(
= 2.5).
The grand
= 3.077) indicating both
groups perceived the degree of training needs slightly above the mid-
point on the scale.
This may mean that there is still inadequate
provision of in-service training for teachers or those presently
available training activities, to a certain extent, fail to meet the
perceived needs of teachers.
Those professional skills and knowledge which were perceived by the
majority of respondents as the five most needed of al 1,
were the
fol lowing:
-
Skills in counselling
-
Identifying and using appropriate ways for monitoring pupil progress
-
Motivating pupils to learn (e.g. arousing interest, using reward and
puni shment)
-
Identifying pupils whose performance is impaired by learning
disabilities, behaviour/emotional problems, family problems etc.
-
Adjusting the learning/classroom environment and material to better
serve individual pupils with special needs (e.g. gifted child,
less
academically oriented pupils etc.)
The above items seem to suggest that aided secondary school teachers
need the skills to deal with different situations that exist both in and
vage iL)
out of classroom.
Teachers are in need of the mastery of teaching
techniques as well
as extra-curricular skills.
Most respondents
indicated that Presenting ideas in Chinese' was their least training
This finding suggests respondents hold the opinion that since
needs.
most teachers are Chinese, therefore they need minimum amount of training
in this area.
However, respondents might have neglected the fact that
teachers in Hong Kong are used to presenting ideas bi-lingually instead
of using
pure' Chinese (in this context,
oral presentation is in
Cantonese and the written form is in Mardarin) as the medium of
instruction.
The abrupt switch from one language to another,
as
indicated by many researches, may produce undesirable effects on pupils
(Swain, M. 1986, p.1-6).
In view of the growing concern of using Chinese
as the medium of instruction, training in oral and written skills becomes
necessary for more effective teaching of specific subjects in Chinese.
The provision of courses for secondary school teachers on the use of
Chinese for the teaching of specific subjects by the Education Department
(training circular No.
121/87) reveals the government's concern over the
issue.
FINDING REGARDING THE PERCEPTIONS OF NEEDS ON THE ELEVEN CLUSTERS
Teachers perceived the greatest training needs in 'Extra-curricular
skills'.
This may imply thatthe provision of training related to extra-
curricular activities is inadequate or teachers' responsibilities in this
area have increased to such an extent that more sophisticated skills in
extra-curricular activities become a necessity.
Teachers expressed their
least in-service needs in area related to 'Interpersonal skills' which
are neither job-embedded nor job-related
The responding principals perceived greater needs for in-service
teacher training.
Slightly different from teachers, principals perceived
Page
teachers greatest training needs in 'Special needs
related to caring pupils of different abilities.
skills which
were
Such ordering seems to
reflect principa1s degree of concern for individualized education.
Similar to teachers, Interpersona1 Ski11s was perceived as the least
needed
skills.
FINDINGS REGARDING THE PERCEPTIONS OF BEST WAYS TO ACQUIRE SELECTED AREAS
OF PROFESSIONAL SKILLS AND KNOWLEDGE
Principals and teachers held similar ideas in regard to the best
ways of acquiring the eleven clusters of professional skills and
knowledge.
Training courses provided by various organizations were
perceived as the most preferred way of learning, followed by programmes
offered by local universities and school-based training activities.
Self-study programme was the least preferred way of learning.
The findings may mean various organizations are more flexible in
offering a great variety of training programmes for teachers, ranging
from general knowledge of the education system to job-specific skills and
wi th courses lasting from a few weeks to a few months.
Local
universities are best providing theory courses of educational practices
and skills related to classroom teaching.
School-based training
activities are not yet given due recognition in local schools.
skills specific to individual schools such as 1lriterpersonal
However,
skills
and
'Administrative skills' are considered best acquired through school-based
training programmes.
FINDING REGARDING THE PERCEPTIONS OF PURPOSES OF IN-SERVICE TEACHER
TRAIN ING
Teachers perceived individual interests, including professional
growth, personal growth and devel opment, and career prospect as the three
i
most important purposes of in-service teacher training.
Principals,
while concerned with the interests of individual teachers, perceived
school development as the second most important purpose of teacher
training.
The emphasis of teachers on personal interests implies
teachers are more willing to participate in training activities that can
contribute to their professional growth, personal growth and development
and career prospect.
There are evidences that those qualification
bearing courses (be they offered by various organizations or local
universities) are always in great demand.
At the same time,
the
attitudes of teachers towards in-service activities well explain their
unfavourable support given to school-based training activities (the
second last preferred way of
learning) which are non-qualification
bearing and mainly directed towards site-specific school improvement
rather than practical needs of individual teachers.
teachers
On the other hand,
greater emphasis on personal interests in in-service training
also affects their preference of training time.
Most teachers held the
opinion that they should spend their own time (rather than within working
time) to participate in training activities (which they think are mainly
geared to their personal interests).
In regard to the differences in
perceptions between teachers and principals, training programmes should
be carefully planned to meet both the needs of individual teachers as
well as goals of the organization.
FINDING REGARDING THE PERCEPTIONS OF THE MOST SUITABLE TIME TEACHERS
SHOULD PARTICIPATE IN IN-SERVICE TEACHER TRAINING ACTIVITIES
The majority of teachers and principals perceived teachers should
spend their own time (rather than within working time) to participate in
in-service training activities and weekends were considered as the most
suitable time for training activities to take place.
Page 93
FINDING RELATED TO DIFFERENCES IN PERCEPTION
In this section,
presented.
Hi:
findings resulted from the study's hypotheses are
(All hypotheses were tested at 0.05 level of significance)
There are no significant differences in the perception of teachers
and principals in regard to teachers' in-service training needs in
selected areas of profesional knowledge and skills.
By testing this hypothesis,
results showed that significant
differences were identified in five areas of professional skills and
knowledge.
H2:
Therefore the above hypothesis was rejected.
There are no significant differences in the perception of principals
and teachers in regard to purposes of in-service teacher training.
The above hypothesis was rejected as significant differences among
respondents' mean ratings were identified in 'Broadening individual's
professi onal knowledge' and 'Enhanci ng school devel opmen t'.
H3:
There are no significant differences among teachers with different
J
pre-service qual ifications in regard to their perceptions of
teachers' in-service training needs in selected areas of
professional knowledge and skills.
This hypothesis was rejected.
Level of education as an independent
variable seems to have effect on respondents' perceptions of training
needs in 'Pacing and sequencing a lesson'.
Non-graduates perceived
greater needs than first degree graduates.
H4:
There are no significant differences in the perception of teachers
with various degrees of experience in regard to selected areas of
professional skills and knowledge.
The above hypothesis was rejected as significant differences in
perception among respondents with various degrees of experience were
Page 94
observed.
Teachers with less teaching experience perceived greater
training needs particularly in job-embedded skills.
H5:
There are no significant differences in the perception of teachers
with different ranks in regard to
teachers1
in-service training
needs in selected areas of professional knowledge and skills.
This hypothesis was rejected.
teachers' perception of training needs.
Different ranks have effect on
CMs perceived greater training
needs in skills related to classrooni teaching and extra-curricular
activities.
SGMs perceived comparatively less needs in all professional
skills and knowledge.
H6:
There are no significant differences in the perception of teachers
with different subjects to teach in regard to teachers
in-service
training needs in selected areas of professional knowledge and
This hypothesis was rejected as significant differences on
perception among different subject teachers were identified.
Teachers
teaching language, maths, science and social science all perceived
different degree of training needs in skills related to identifying
resources, modulating speech and career guidance.
H7:
There are no significant differences in the perception of teachers
who work in schools with different years of establishment in regard
to teachers' in-service training needs
in
selected areas of
professional knowledge and skills.
The above hypothesis was accepted.
Schools with different years of
establishment have no effect on teachers' perceptions of in-service
training needs.
Page 95
H8:
There are no significant differences in the perception of teachers
who had Cert.Ed./Dip.Ed.
teachers
and those who had not in regard to
in-service training needs in selected areas of
professional knowledge and skills.
The above hypothesis was rejected.
Teachers with Cert.Ed./Dip.Ed.
and teachers without such qualification perceived different training
needs in skills related to teaching methods, questioning and using audiovisual aids.
CONCLUSIONS
This study reveals that a sample of aided secondary school teachers
and principals perceived teachers need moderate amount of training in all
46 items of competency.
Teachers and principals identified skills related to 'counselling'
as the greatest priority of needs while they perceived the least needs in
competencies associated with 'presenting ideas in Chinese'.
Teachers and principals tended to differ slightly in their
perceptions regarding the ordering of in-service needs in terms of
clusters' overall importance.
While teachers rated 'extra-curricular
skills' higher than principals did, principals perceived 'special needs
skills' as the most important skills teachers need training.
Both groups
considered 'interpersonal skills' as the least needed training cluster.
In general,
teachers and principals held slightly different
perceptions in two areas of teacher training.
Firstly, in regard to the
degree of training needs in all 46 items of professional skills and
knowledge, principals rated all items somewhat higher than teachers did.
Secondly
there were slight differences between perceptions of teachers
and principals regarding the ordering of purposes of teacher training.
Teachers tended to place higher priorities on individual interests while
principals took school development into their major concern.
However,
such differences were of minimal significance as indicated by mean
ratings.
Both groups held similar ideas in two areas of teacher training.
In
regard to the best ways of acquiring all competencies, training courses
provided by various organizations were the most preferred way of
learning, followed by programmes offered by local universities and
school-based training activities.
Self-study programme was considered as
the least preferred way of learning.
Teachers and principals also
perceived teachers should spend their own time to participate in in-
service training activities and weekends were considered the most
suitable time for teachers to update their skills and knowledge.
Finally,
this study reveals that the perceptions of teachers
regarding teachers in-service needs were affected by factors related to
educational level, year of teaching experience, rank, subject taught and
professional qual ification (with or without Cert.Ed./Dip.Ed.).
Schools
with different years of establishment did not affect teachers'
perceptions of training needs.
RECOMMENDATIONS
Quality education begins with quality teachers.
Therefore, in order
that teachers can meet the needs of unprecedented responsibilities, it is
very important that in-service training be provided for teachers on a
continuous basis taking into account the perceived needs of participants.
On the basis of the information presented in this study, the following
points are strongly recommended:
Page 97
(A)
At the Community Level
(1)
At the present time, the Education Department should conduct a
territory-wide in-service need assessment survey in order to
identify the needs of
secondary,
al 1
teachers,
mcl uding primary,
aided, government and private schools.
should explore the opinions of teachers,
The survey
principals and
parents.
(2)
The government should formulate a coherent policy for in-
service teacher training to guide efforts and delegate
priorities.
(3)
A central commission for in-service teacher training should be
established.
Such a commission should be linked directly to
the Education Department and staffed with highly qualified
personnel with expertise in in-service training.
The
commission would be responsible for the overall planning,
organization.
coordination and conducting of in-service
activities.
(4)
When planning for in-service programmes (be they the
government, local universities or various organizations), it is
strongly recommended that the prospective participants, for
whom activities are intended, be a part of the planning,
organization and conducting process.
Research studies
in
in-
service training have indicated that the best in-service
practices are those in which the participants have been
involved directly with the planning schemes.
(S)
The setting up of regional teachers' centres as proposed by a
Visiting Panel and supported by the Education Commission is an
effective and beneficial way by which in-service training could
be provided.
It is recommended therefore that teachers'
centres be established to conduct in-service activities.
(6)
When designiny training activities, various organizations and
local universities should take into account those independent
variables, such as participants' level of education, year of
teaching experience, professional qualification, post held,
subject taught etc. as such vari abi es mi ght have effects on
particìpants
perceptions of training needs..
In regard to
offering training programmes, counselling skills should be
given greater priority as more and more teachers are in need of
such skills in order to better educate their pupils.
It is
also very important that in-service activities must be
constantly and systematically under evaluation.
Special
attention must be drawn to 'how' and by whom' activities are
evaluated.
At the same time, all agencies should be well
coordinated and collaborated in regard to provision of courses,
enrollment, evaluation etc.
(B)
At the School Level
(1)
School administrators, as leaders of the organization, have a
prime responsibility to look into the professional development
of their staff and to assist them to contribute to agreed goals
and the
culture of the organization.
Therefore,
they should
encourage teachers to participate in in-service activities so
that individual growth can be enhanced while morale among staff
and quality education in school can be effectively upgraded.
(2)
In-service teacher training contributes significantly to school
improvement.
However, the relevancy of training activities and
responsiveness to teacher needs and school needs are major
issues facing most school administrators.
To this fact, it is
Page 99
the responsibilities of school administrators to conduct an in-
service need assessment survey to identify the needs of
individual teachers when planning staff development programmes.
(At this point, it is important to note that when planning
staff development progranimes,collaborative decision making
between administrators and teachers can better serve needs of
individual staff member and the organization.)
The need
assessment procedure described by Kaufman (1972, p.42) is
recommended when planning staff development programmes:
(i)
(ii)
(iii)
Determining the desired result or outcome.
Evaluating present conditions.
Identifying discrepancies between desired outcomes and
present conditions.
(iv)
(y)
(3)
Seeking causes for the discrepancies.
Priortizing needs and planning remedies.
In-service training activities presently available are mainly
designed to satisfy practical needs of individual teachers.
Rarely are there programmes geared to individual school
improvement such as interpersonal skills, school-based
curriculum development, school climate, staff development etc.
School administrators should consider enlisting the support and
assistance from experts of the two universities and colleges of
education to conduct site-specific in-service activities.
It
is intended that training programmes formulated on-site can
offer a practical, short-term, immediate kind of assistance to
teachers of specific schools.
Certainly by doing this,
interests of both the individual teachers and the organization
can be well taken care of.
RECOMMENDATION FOR FURTHER RESEARCH
(1)
A large scale research which includes more subjects in the
assessment of teachers' in-service training needs is much needed.
(2)
This study needs to be replicated to identify the in-service needs
of teachers in private and government schools.
(3)
Research to determine the effectiveness of in-service programmes
afforded teachers at the present time is greatly needed.
(4)
Refinements and modifications of the present instrument are much
needed when carrying out further research of teacherst in-service
training needs as needs will tend to be changing over time.
Page 101
APPEND ICES
Page 102
. .1
I
UNIVERSITY
iE1Ii:
s
DEPARTMENT OF EDUCATION
Professor M.A. Brimer
Head of Department
Telephone 5-8592518 (Professor)
5-8592543 I 4 (GeneraI Office)
April 20, 1987
Dear Principal,
I am writing to you to see if we can enlist your support
to help an M.Ed. student, Kan Lai Fong, Flora with
research for her dissertation, This is a timely and
useful piece of research concerning teacherst in-service
training needs in Hong Kong secondary schools.
I understand that her accompanying letter sets out what she
would ask you to do.
I would be grat.etul if you were able to help her.
Yours sincerely,
G. Lyons
Director
Advanced Programmes in Education Management
GL Iwy
Page 103
UNIVERSITYOF HONG
KONG
DEPARTMENT OF PROFESSIONAL STUDIES IN EDUCATION
Professor B. L. Cooke
Head of Department
Telephone 3-8592517 (Professor)
5-8592543/4 (GeneraI Office)
April 20, 1987
Dear Principal,
I am writing to seek your approval and support in helping me
with research for my M.Ed. dissertation in the University of
Hong Kong. The topic I have chosen is about teachers' inservice training needs. The information you provide will
contribute significantly to educational planners, and school
administrators about ways to enhance teachersT professional
growth and development.
In this research, your school has been selected from a random
sample and it is hoped that 2 sets of questionnaires may be
distributed, one for the principal, another for teachers to
complete so that comparisons can be made between principals
and teacher's perceptions about teacherst in-service training
needs. Subject to your approval
has kíndly agreed
to distribute questionnaires to two teachers in your school.
The information you provide will be treated in the greatest
confidence and no individual or school will be identified.
I should be most grateful if you would complete and return
the questionnaire in the stamped addressed envelope prior to
April 30, 1987 so that the later research stage can take
place on schedule. When I have analysed the results, I'll be
delighted to disseminate my findings for your reference in
case you are interested.
In anticipation, my sincere thanks for your kind co-operation.
Yours sincerely,
-.
Kan Lai Fong, Flora
I -
Page 104
. 4.
UNIVERSITY
:Ecî:'
I
S
DEPARTMENT OF EDUCATION
Professor M.A Brimer
Head of Department
Telephone 5-85925 18 (Professor)
5-8592543 I 4 (General Office)
April 20, 1987
Dear Teacher,
I am writing to you to see if we cari enlist your support to
tielp an M.Ed. student, Kan Lai Fong, Flora with research
for her dissertation. This is a timely and useful piece of
research concerning teachers' in-service training needs in
Hong Kong secondary schoo1s
I understand that her accompanying letter sets out what she
would ask you to do.
I would be grateful if you were able to help her.
Yours sincerely,
G. Lyons
Director
Advanced Programmes in Education Management
GL Iwy
Page 1-05
UNIVERSITYOF HONG KONG
DEPARTMENT OF PROFESSIONAL STUDIES IN EDUCATION
Professor B. L. Cooke
Head of Department
Telephone 5-8592517
(Professor)
.5-859234314 (General Office)
April 20, 1987
Dear Teacher,
I am a serving teacher-trainer and presently I am completing
a dissertation for my Mazter of Education in the University
of Hong Kong. The topic I have chosen is about teachers'
in-service training needs. The information you provide will
contribute significantly to those who plan teacher's training
courses. Please be assured no individual or school will be
identified in the dissertation.
I should be most grateful if you would complete and return the
questionnaire in the stamped addressed envelope prior to April
30, 1987 so that the later research stage can take place on
schedule.
In anticipation, my sincere thanks for your kind co-operation.
Yours sincerely,
7-.
Kan Lai Fong , Flora
LU]1
APPENDIX 2
Teacher Questionnaire
Teachers' in-service training needs in a sample of aided secondary
schools In Hong Kong.
For your Information, in-service teacher training includes those
qualification bearIng courses offered by the Two Universities, the
Education Department etc., as well as those non-qualification
bearing courses offered by different organizations, individual
schools etc.
Page 107
SECTION I
please supply the following background information by indicating with a
appropriate box.
1.
Gender
E I
Male
_J Female
I
2.
" in the
Age
Under 20
2 1-30
3 1-40
-J
3.
Teaching experience
FI- -i
4.
1-5 years
6-10 years
11-15 years
over 15 years
The major subject you teach
E J
L___
Language (Chinese/English)
Mathematics
Science (Physics/Chemistry/Biology/Integrated Science)
Social Science (History, Chinese History/Geography/E.P.A./G.P.A./
Economics/Social Studies)
Others (please specify)_________________________________________
The highest qualification you obtained
5.
I_
L
I
6.
41-50
over 50
Non-graduate
First Degree
Higher Degree
Do you have a Cert.Ed./Dip.Ed. etc.?
Ye s
No
When did you obtain the qualification?
Before 1970
1971- 1975
1976-1980
1981-1987
7.
Post held in school
AM
SAM
GM
SCM
Page
Sex type of school
8.
Boys
Girls
IIj
9.
Co-education
Age of school
[
I
1-10 years
11-30 years
[ _ I
__i over 30 years
I
SECTION II
A.
With reference to selected areas of teachers' in-service training needs, please
circle the number which best represents the degree of training you need.
-i--- needs notraining (you think there is no need for you to acquire such
2
3
4
5
B.
-
skills/knowledge)
needs minimum amount of training
needs moderate amount of training
needs above average amount of training
needs much training (you are faced with the pressing needs of acquiring
such skills/knowledge)
According to your experience, please circle the letter which indicates the best
way to acquire such skills/knowledge.
A - activities organized by staff in school
B - in-service training programmes in a university (e.g. Cert.Ed./Dip.Ed.
etc.)
C - Courses/seminars/workshops/conferences organized by various organizati
D - self-study programme
PROFESSIONAL SKILLS
I.
Planning Skills
1.
Skills in curriculum development, change and
innovation
2.
Identifying contemporary development of the
teaching/examination syllabus of the subject
3.
Setting objectives for a lesson
4.
Identifying and selecting appropriate methods
and techniques to teach
5.
6.
i 2345
ABCD
i 234 5
ABCD
i 2345 ABCD
i 2345
ABCD
Identifying and selecting resource material
i 2345
ABCD
Others (please specify)____________________
i 2345 ABCD
108
Page 109
-
Training need: i
2
3
4
5
-
no
minimum
moderate
above average
much
Best way to learn: A - school-based activities
B - university
c - organizations
D - self-study
E
Instructional/Communication Skills
7.
Introducing/Concluding a lesson
i 2345
8.
Pacing and sequencing a lesson
12345
9.
Questioning during a lesson
i
2 34 5
ABCD
ABCD
ABCD
ABCD
ABCD
ABCD
ABCD
ABCD
ABCD
i
2
A
i 2345
I 2345
lo.
Lecturing, explaining and demonstrating
11.
Conducting discussions and tutorials
12.
Organizing and supervising practical work
(e.g. lab. work or field-trips)
13.
Using gestures and facial expression for
assisting in communication
i 234
14.
Modulating speech according to class size
and the physical condition of the classroom
i 234 5
15.
Presenting ideas in Chinese (when the medium
of instruction is English)
16.
Others (please specify)
III.
i
2
34
5
i 2345
3
4
5
5
B CD
Implementation of Media
17.
Using basic audio-visual aids (e.g. chalkboard,
pictures, charts, specimens, tapes, OHP)
18.
Using ETV programmes and similar types of
audio-visual aids (e.g. slides, filai strips,
video-cassette, computer application etc.)
19.
Designing and producing audio-visual aids when
suitable ones are not readily available
20.
Evaluating and identifying sources of audioVisual instructional materials
21.
Others (please specify)
i 2345 ABCD
i 2345 ABCD
i 2345 ABCD
i 2345 ABCD
i 2345
ABCD
Page 110
-
Training need:
y_
3 4 5 i
2
no
minimum
moderate
above average
much
Best way to learn: A - school-based activities
B - university
c - organizations
D - self-study
Classroom/Pupil Management Skills
22.
Maintaining classroom discipline
23.
Identifying and using appropriate ways for
monitoring pupil progress
24.
Maintaining a good teacher-pupil relationship
25.
Motivating pupils to learn (e.g. arousing
interest, using reward and punishment)
26.
Others (please specify)
Iv.
Evaluation
27.
Setting and marking pupils' work
28.
Constructing and using tests for evaluating
pupil progress
29.
Others (please specify)
VI.
Special Needs Skills
30.
Identifying pupils whose performance is impaired
by learning disabilities , behaviour/emotional
problems, family problems etc.
31.
Adjusting the learning/classroom environment
and materials to better serve individual
pupils with special needs (e.g. gifted child,
less academically oriented pupils etc.)
32.
Identifying resources, both in and outside of
the school setting to aid in the development
of individual pupils with special needs (e.g.
gifted child, less academically oriented
pupils etc.)
33.
Others(please specify)
i 2345 ABCD
I 234 5 ABCD
i 2345 ABCD
ABCD
1 2345 ABCD
i
2
3
4
5
i 2345 ABCD
I 2345 ABCD
1 2345 ABD
i
2
3
4
5
i 234 5
A
B
C
D
ABCD
1 2345 ABCD
i
2
3
4
5
A
B
C
D
Page 111
Training
-
yll.
34.
35.
need: i 2 3 4 5 -
Interpersonal
no
minimum
moderate
above average
much
Best way to learn: A - school-based activities
B - university
c - organizations
D
self-study
Skills
Skills in working/collaborating with teachers
in the same subject group
Skills
in working/collaborating with teachers
in other subject groups
36.
Skills in working/collaborating with other
colleagues (e.g. principal, administrative/
clerical staff etc.)
37.
Skills in identifying and contributing to
meeting goal(s) of the school (e.g. education
of the whole person)
38.
Others (please specify)
VIII.
i 2345 ABCD
i 2345 ABCD
i 2345 ABCD
:i 2345 ABCD
i 2345 ABCD
Extra-Curricular Skills
Skills in organizing/conducting extracurricular activities
i
40.
Skills
in counselling
i 2345
41.
Skills
in career guidance
42.
Others (please specify)
Ix.
Administrative Skills
43.
Skills
44.
Arranging/conducting meeting
45.
Allocating pupils to different classes!
streams etc.
46.
Skills in planning teaching schedule
47.
Others (please specify)
39.
in time-tabling
2
3
4
5
A
B
Ç'D
ABCD
12345 ABCD
1. 2345 ABCD
ABCD
ABCD
ABCD
i 2345 ABCD
345 ABCD
i 2345
i 2345
i 2345
i
2
Page 112
Tramiti
i
- tio
3 4 5 2
minimum
moderate
above average
much
Best way to learn: A - school-based activities
B
university
C - organizations
D - self-study
PROFESS IONAL KNOWLEDGE
.Knowledge of the Education System
i 2345 ABCD
48.
Education policy
49.
Education system (e.g. structure of primary,
secondary, tertiary education)
50.
Special curricular provisions (e.g. civici
moral/sex education)
51.
Education law, ordinance and Code of Aid
secondary school
52.
Others (please specify)
XI.
Knowledge of the Theoretical Foundations of Educational Practice
53.
Philosophic-political basis of educational
practice (e.g. education for citizenship)
54.
i 2345 ABCD
i 2345 ABCD
for
i 2345 ABCD
i 2345 ABCD
D
i
2
3
4
5
A
B
Economic basis of educational practice (e.g
education for manpower needs)
1
2
3
4
5
A
B
C
D
55.
Sociological basis of educational practice
(e.g. education for the need of society)
i
2
3
4
5
A
B
C
D
56.
Psychological basis of educational practice
(e.g. application of psychology in teaching!
learning)
57.
Others (please specify)
i 2345 ABCD
12345 ABCD
Page 113
SECTION III
1.
The items given below are different areas of in-service teacher training.
Please rank each item in order of importance by putting the number in the box.
i - least important
2 - not very important
3 - average important
HA.
B.
Planning skills and evaluation
Classroom teaching
a. instructional/communication skills
b. implementation of media
C. classroom/pupil management
d.
special needs
Extra-curricular skills
Interpersonal and administrative skills
Professional knowledge
a. knowledge of the education system
b. knowledge of the theoretical foundations of educational practice
skills
skills
C.
[
L
2.
D.
E.
skills
The items given below are different purposes of in-service teacher training.
Please rank each item in order of importance by putting the number in the box.
i - least important
2 - not very important
3 - average important
I
I
I
A.
B.
C.
D.
E.
I
J F.
3.
4 - quite important
5 - most important
4 - quite important
5 - most important
Enhancing individual's career prospect
Enhancing individual's personal growth and development
Broadening individual's professional knowledge
Maintaining effective relationship among staff
Enhancing school development
Others (please specify)
Do you think you should spend your own time (rather than within your working
time) in participating in in-service teacher training activities to update your
skills/knowledge of teaching?
If Yes, please proceed to question 4.
Indicate the time of day you would prefer to participate in an in-service
training activity C' V " one)
4.
L__-_
t
L
Weekend
Late afternoon (4.00 p.m. - 7.00 p.m.)
Evening (7.00 p.m. - 10.00 p.m.)
Page 114
Principal Questionnaire
Teachers' in-service training needs in a sample of aided secondary
schools in Hong Kong.
For your information, in-service teacher training includes those
qualification bearing courses offered by the Two Universities, the
Education Department etc., as well as those non-qualification
bearing courses offered by different organizations, individual
schools etc.
Page 115
SECTION I
Please supply the following background information by indicatitig with a "/ " in the
appropriate box.
Gender
1.
LI -J
I
I
2.
Male
Female
Age
[_
r-
t
30-40
41-50
r-ii over 50
3.
Experience (as an aided secondary school principal)
rrr
F4.
1-5 years
6-10 years
11-15 years
over 15 years
The highest qualification you obtained
First Degree
I______ Higher Degree
L
Do you have a Cert.Ed./Dip.Ed. etc.?
5.
F
I
6.
Yes
No
Age of school
1-10 years
11-30 years
over 30 years
7.
Sex type of school
I
L__
J
Boys
Girls
Co-education
Page 116
SECTION II
With reference to selected areas of teachers' in-service training needs, please
circle the number which best represents the degree of training you think
teachers in your school need.
A.
i - needs no training (you think teachers do not need to acquire such
skills/knowledge and no support would be given)
2 - needs minimum amount of training
3 - needs moderate amount of training
4 - needs above average amount of training
5 - needs much training (you would give full support for your teacher to
acquire such skills/knowledge)
B.
According to your experience, please circle the letter which indicates the best
way for teachers in your school to acquire such skills/knowledge.
A - activities organized by staff in school
B - in-service training programmes in a university (e.g. Cert.Ed./Dip.Ed.
etc.)
C - Courses/seminars/workshops/conferences organized by various organizat
D - self-study programme
PROFESSIONAL SKILLS
I.
Planning Skills
1.
Skills in curriculum development, change and
innovation
2.
Identifying contemporary development of the
teaching/examination syllabus of the subject
3.
Setting objectives for a lesson
4.
Identifying and selecting appropriate methods
and techniques to teach
5.
Identifying and selecting resource material
6.
Others (please specify)
i 2345 ABCD
i 2345 ABCD
12345 ABCD
i 2345 ABCD
1 2345 ABCD
i 2345 ABCD
Page 117
Training need:
-
3 4 5 i
2
II .
no
minimum
moderate
above average
much
Best way to learn: A B C D -
school-based activities
university
organizations
self-study
Instructional/Couimunjcatjon Skills
7.
Introducing/Concluding a lesson
8.
Pacing and sequencing a lesson
9.
2
3
4
5
A
B
C
D
i
2
3
4
5
A
B
C
D
Questioning during a lesson
i
2
3
4
5
A
B
C
D
10.
Lecturing, explaining and demonstrating
i
2
3
4
5
A
B
C
D
11.
Conducting discussions and tutorials
i
2
3
4
5
A
B
C
D
12.
Organizing and supervising practical work
(e.g. lab. work or field-trips)
i
2
3
4
5
A
B
C
D
13.
Using gestures and facial expression for
assisting in communication
i
2
3
4
5
A
B
C
D
14.
Modulating speech according to class size
and the physical condition of the classroom
i
2
3
4
5
A
B
C
D
15.
Presenting ideas in Chinese (when the medium
of instruction is English)
i
2
3
4
5
A
B
C
D
16.
Others (please specify)_______________________
i
2
3
4
5
A
B rC
D
III.
Implementation of iedia
17.
Using basic audio-visual aids (e.g. chalkboard,
pictures, charts, specimens, tapes, OHP)
i
2
3
4
5
A
B
C
D
18.
Using ETV programmes and similar types of
audio-visual aids (e.g. slides, film strips,
video-cassette, computer application etc.)
i
2
3
4
5
A
B
C
D
19.
Designing and producing audio-visual aids when
suitable ones are not readily available
i
2
3
4
5
A
B
C
D
20.
Evaluating and identifying sources of audiovisual instrutiona1 materials
i
2
3
4
5
A
B
C
D
21.
Others (please specify)
i
2
3
4
5
A
B
C
D
Page 118
-
Training
needT
lea rn : A -
- mínimum
3 - moderate
4
above average
5 - much
2
school-based activities
B - utdversity
C - organizations
D - self-study
_Classroom/Pupil Management Skills
i_y____
22.
Maintaining classroom discipline
23.
Identifying and using appropriate ways for
monitoring pupil progress
24.
Maintaining a good teacher-pupil relationship
25.
Motivating pupils to learn (e.g. arousing
interest, using reward and punishment)
26.
Others (please specify)
Iv.
Evaluation
27.
Setting and marking pupils' work
28.
Constructing and using tests for evaluating
pupil progress
29.
Others (please specify)
VI.
Special Needs Skills
30.
Identifying pupils whose performance is impaired
by learning disabilities, behaviour/emotional
problems, family problems etc.
31.
Adjusting the learning/classroom environment
and materials to better serve individual
pupils with special needs (e.g. gifted child,
less academically oriented pupils etc.)
32.
Identifying resources, both in and outside of
the school setting to aid in the development
of individual pupils with special needs (e.g.
gifted child, less academically oriented
pupils etc.)
33.
Others(please specify)
12345
12345
12345
12345
ABCD
ABCD
ABCD
ABCD
1234 5
ABCD
i 2345 ABCD
i 2345 ABCD
i
2
3
4
5
A BC D
12345 ABCD
1 2345 ABCD
i 2345 ABCD
1 2345 ABCD
Page 119
-
Training need: i 2 3 4 5 -
i__
no
minimum
moderate
above average
much
Best way to learn: A B c D -
Interpersonal Skills
34.
Skills in working/collaborating with teachers
in the same subject group
35.
Skills in working/collaborating with teachers
in other subject groups
36.
Skills
in working/collaborating with other
colleagues (e.g. principal, administrative/
clerical staff etc.)
37.
Skills in identifying and contributing to
meeting goal(s) of the school (e.g. education
of the whole person)
38.
Others (please specify)
VIII.
school-based activities
university
organizations
self-study
I 2345 ABCD
12345 ABCD
1 2345 ABCD
i 2345 ABCD
1. 2345 ABCD
Extra-Curricular Skills
39.
Skills in organizing/conducting extracurricular activities
1
2
3
4
5
A
B
C
D
40.
Skills in counselling
1
2
3
4
5
A
B
C
D
41.
Skills in career guidance
i
2
3
4
5
A
B
C
D
42.
Others (please specify)
1
2
3
4
5
A
B
C
D
Ix.
Administrative Skills
43.
Skills
i
2
3
4
5
A
B
C
D
44.
Arranging/conducting meeting
3.
2
3
4
5
A
B
C
D
45.
Allocating pupils to different classes!
streams etc.
i
2
3
4
5
A
B
C
D
i
2
3
4
5
A
B
C
D
i
2
3
4
5
A
B
C
D
in time-tabling
46.
Skills
47.
Others (please specify)
in planning teaching schedule
Pace 120
-
ning need:
i
-
3 4 5 2
minimum
moderate
above average
much
Best way to learn: A B C D -
school-based actìvitie
university
organizations
self-study
PROFESS IONAL KNOWLEDGE
X.
Knowledge o fthe Education System
ABCD
ABCD
12345 ABCD
12345 ABCD
2345
2345
48.
Education policy
49.
Education system (e.g. structure of primary,
secondary, tertiary education)
50.
Special curricular provisions (e.g. civici
moral/sex education)
51.
Education law, ordinance and Code of Aid
secondary school
52.
Others (please specify)
XI.
Knowledge of the Theoretical Foundations of Educational Practice
53.
Philosophic-political basis of educational
practice (e.g. education for citizenship)
i
2
3
4
5
54.
Economic basis of educational practice (e.g.
education for manpower needs)
I
2
3
4
5
55.
Sociological basis of educational practice
(e.g. education for the need of society)
56.
Psychological basis of educational practice
(e.g. application of psychology in teaching/
learning)
57.
Others (please specify)
i
for
i
1
2
3
4
5
A
B
C
D
12345 ABCD
i 2345 ABCD
12345 ABCD
Page 121
SECTION III
1.
The items given below are different areas of in-service teacher training.
Please rank each item in order of importance by putting the number in the box.
i - least important
2 - not very important
3 - average important
ri-_i_j
A.
[_ _ I
B.
J
C.
D.
EI-
2.
1
i E.
Planning skills and evaluation
Classroom teaching skills
a. instructional/communication skills
b. implementation of media
C. classroom/pupil management skills
d.
special needs skills
Extra-curricular skills
Interpersonal and administrative skills
Professional knowledge
a. knowledge of the education system
b. knowledge of the theoretical foundations of educational practice
The items given below are different prposes cf in-service teacher training.
Please rank each item in order of importance by putting the number in the box.
i - least important
2 - not very important
3 - average important
-_J
I
I
I
I
I
A.
B.
C.
D.
LI
-J E.
_____I
3.
4 - quite important
5 - most important
F.
4 - quite important
5 - most important
Enhancing individual's career prospect
Enhancing individualts personal growth and development
Broadening individual's professional knowledge
Maintaining effective relationship among staff
Enhancing school development
Others (please specify)
Do you think teachers in your school should spend their own time (rather than
within working time) in participating in in-service teacher training activities
to update their skills/knowledge of teaching?
I
L
Yes
No
If Yes, please proceed to question 4.
Indicate the time of day you think teachers in your school should participate in
an in-service training activity ("/ " one)
4.
L_1 Weekend
II
7.00 p.m.)
Late afternoon (4.00 p.m.
Evening (7.00 p.m. -10.00 p.m.)
****
Ny sincere thanks for your kind co-operation
Page 12
APPENDIX 3
T-TESTS TABLE:
Item
PERCEPTIONS OF TRAINING NEEDS
Observed
T Value
Description
No.
L Planning Skills
1.
Skills in curriculum development, change and
innovation
284
2
Identifying contemporary development of the
teaching/examination syllabus of the subject
606
.
3.
Setting objectives for a lesson
4
Identifying and selecting appropriate methods and
techniques to teach
.
5.
1.022
Identifying and selecting resource material
II.
o 325
0.580
Instructional/Communication Skills
7.
Introducing/Concluding a lesson
1.451
8.
Pacing and sequencing a lesson
2.029
9.
Questioning during a lesson
1.370
10.
Lecturing, explaining and demonstrating
11.
Conducting discussions and tutorials
12
.
Organizing and supervising practical work (e.g.
work or field-trips)
13
.
.865
1.580
lab.
Using gestures and facial expression for assisting in
communication
1.355
1.866
Page 123
Item
Description
No.
14
.
15
.
Modulating speech according to class size and the
physical condition of the classroom
025
Presentíng ideas in Chinese (when the medium of
instruction is English)
747
III.
Irnpleínentation of Media
Using basic audio-visual aids (e.g. chalkboard,
17
Observed
T Value
i 493
pictures, charts, specimens, tapes, 01-IP)
18.
Using ETV programmes and similar types of audiovisual aids (e.g. slides, filin strips, videocassette, computer application etc.)
1.166
lo
.-.
Designing and producing audio-visual aids when
suitable ones are not readily available
i. 065
20
Evaluating and identifying sources of audio-visual
instructional materials
1.939
.
IV.
Classroom/Pupil Management Skills
22.
Maintaining classroom discipline
23.
Identifying and using appropriate ways for monitoring
pupil progress
24.
Maintaining a good teacher-pupil relationship
25
Motivating pupils to learn (e.g. arousing interest,
using reward and punishment)
.
IV.
27.
2.302
2.061
.515
1.229
Evaluation
Setting and marking pupils' work
1.514
Paye 124
Item
Description
No.
28
.
Constructing and using tests for evaluating pupil
progress
VI.
Observed
T Value
i 995
Special Needs Skills
30.
Identifying pupils whose performance is impaired by
learning disabilities, behaviour/emotional problems,
family problems etc.
1.384
31 .
Adjusting the learning/classroom environment and
materials to better serve individual pupils with
special needs (e.g. gifted child, less academically
oriented pupils etc.)
i 310
32
Identifying resources, both in and outside of the
school setting to aid in the development of
individual pupils with special needs (e.g. gifted
child, less academically oriented pupils etc.)
1.229
.
VII.
Interpersonal Skills
34 .
Skills in working/collaborating with teachers in the
same subject group
1.339
35 .
Skills in working/collaborating with teachers in
other subject groups
1.610
36 .
Skills in working/collaborating with other colleagues
(e.g. principal, administrative/clerical staff etc.)
1.813
37.
Skills in identifying and contributing to meeting
goal(s) of the school (e.g. education of the whole
person)
VIII.
39 .
.878
Extra-Curricular Skills
Skills in organizing/conducting extra-curricular
activities
2.132
Page 125
Item
Description
No.
Observed
T Value
40.
Skills
in counselling
.319
41.
Skills
in career guidance
.498
Ix.
Administrative Skills
43.
Skills
44.
Arranging/conducting meeting
.763
45.
Allocating pupils to different classes/streams etc.
.083
46.
Skills
.346
in time-tabling
in planning teaching schedule
X.
1.338
Knowledge of the Education System
48.
Education policy
49
.
Education system (e.g. structure of primary,
secondary, tertiary education)
259
50
,
Special curricular provisions (e.g. civic/moral/sex
education)
719
51
,
Education law, ordinance and Code of Aid for
secondary school
.
.263
2.724
Knowledge of the Theoretical Foundations of
Educational Practice
XI.
53
.
Philosophic-political basis of educational practice
(e.g. education for citizenship)
.665
54
Economic basis of educational practice (e.g.
education for manpower needs)
.080
.
Page 126
Item
Description
No.
55.
Sociological basis of educational practice (eg.
education for the need of society)
56.
Psychological basis of educational practice (e.g.
application of psychology in teaching/learning)
Observed
T Value
350
1.966
Page 127
T-TESTS TABLE:
Item
PURPOSE OF TEACHER TRAINING
Description
No.
Observed
T Value
1748
A
Enhancing individual's career prospect
B
Enhancing individual's personal growth and
development
C
Broadening individual's professional knowledge
2.466
o
Maintaining effective relationship among staff
1.786
E
Enhancing school development
3.753
912
Page 128
APPENDIX S
ANOVA TABLE
Item
Teaching
Subject
No.
Experience
Level of
Taught
Education
With or
Without
Cert.Ed./
R an k
Age of
School
Dip. Ed.
1
0.4756
0.0528
0.3395
0.1047
0.7133
0.1123
2
0.3254
0.2902
0.8355
0.1592
0.8716
0.3605
3
0.3372
0.9162
0.0989
0.2335
0.3581
0.9248
4
0.0039
0.5233
0.0676
0.0063
0.0459
0.7421
5
0.0364
0.0435
0.3256
0.1899
0.3883
0.6586
7
0.0716
0.2688
0.3371
0.1870
0.2709
0.5048
8
0.1196
0.1733
0.0365
0.0152
0.0688
0.5219
9
0.0014
0,6831
0.1978
0.0518
0.0502
0.9353
10
0.0969
0.3709
0.5548
0.1185
0.4245
0.4108
11
0.0230
0.4438
0.4486
0.0873
0.1826
0.4619
12
0.2954
0.3795
0.2774
0.1158
0.0919
0.7820
13
ÇL2036
0.6891
0.4955
0.2298
0.1535
0.5929
14
0.1644
0.0411
0.2892
0.7385
0.4772
0.6237
15
0.2254
0.3018
0.5881
0.6681
0.0422
0.3460
17
0.0041
0.8925
0.1551
0.0168
0.0035
0.7306
Page 129
Item
No.
Teaching
Experience
Subject
Level of
Taught
Education
With or
Without
Cert.Ed./
Rank
Age of
School
Di p . Ed.
18
0.3394
0.3201
0.1154
0.2210
0.0003
0.8920
1g
0.2125
0.3700
0.9347
0.6774
0.4024
0.1852
20
0.3698
0.5275
0.9575
0.9611
0.6654
0.2403
22
0.0618
0.9405
0.2634
0.1400
0.0204
0.5448
23
0.4799
0.2778
0.8346
0.5645
0.2082
0.5767
24
0.3844
0J188
0.5097
0.2918
0.4816
0.5644
25
0.0164
0.0576
0.8467
0.8204
0.0352
0.5643
27
0.0755
0.6034
0.9629
0.4740
0.2431
0.4541
28
0.0469
0.4543
0.5869
0.3975
0.0836
0.2728
30
0.0729
0.0625
0.5836
0.8820
0.3686
0.1555
31
0.0430
0.7066
0.6662
0.4273
0.1097
0.5250
32
0.0633
0.9246
0.6081
0.4109
0.3527
0.9310
34
0.7813
0.5809
0.6408
0.9207
0.4219
0.6184
35
0.5962
0.7001
0.7872
0.4159
0.8100
0.9908
36
0.8245
0.6688
0.6792
0.3661
0.9370
0.6069
37
0.1988
0.7603
0.6231
0.4345
0.5883
0.6941
39
0.0021
0.3532
0.7853
0.2199
0.0024
0.6238
Page 130
Item
No.
Teaching
Experience
Subject
Taught
Level of
Education
With or
Without
Cert.Ed./
Di p
.
Rank
Age of
School
Ed.
40
0.1270
0.4712
0.3323
0.4611
0.1772
0,2393
41
0.3607
0.0090
0.0668
0.3725
0.6249
0.6286
43
0.5540
0.4720
0.5068
0.8999
0,7797
0.5889
44
0.3487
0.8824
0.8850
0.8544
0.2386
0.9000
45
0.2533
0.4641
0.6548
0.6083
0.2682
0.7802
46
0.0824
0.4682
0.5583
0.6047
0.3044
0.5858
48
0.0523
0.1498
0.5246
0.8059
0.1677
0.7061
49
0.3365
0.1473
0.6023
0.1095
0.2718
0.7788
50
0.0519
0.4344
0.0948
0.4486
0.3834
0.9753
51
0.5063
0.2747
0.3002
0.6652
0.1445
0.4364
53
0.5269
0.4459
0.6789
0.1070
0.1839
0.5695
54
0.5042
0.9768
0.9024
0.499g
0.7618
0.8897
55
0.2156
0.4153
0.8826
0.7517
0.7780
0.5349
56
0.2191
0.8443
0.7665
0.7198
0.1355
0.3994
(at .05 level of signicance)
Page 131
APPENDIX 6
OBSERVED FREQUENCY DISTRIBUTIONS PERCEPTIONS OF PRINCIPALS ON FORTY-SIX TEACHING COMPETENCIES
Much
A.A.
Mod.
Min.
No
=
=
=
=
=
needs
needs
needs
needs
needs
much training
above average amount of training
moderate amount of training
minimum amount of training
no training
Degree of Importance
ItemNo.
5-Much
4-A.A.
N
N
%
%
1-
3-Mod.
2-Min.
N
Z
N
%
N
No
1
5
16.7
8
26.7
14
46.7
2
6.7
1
3.3
2
3
10.0
12
40.0
13
43.3
1
3.3
1
3.3
3
3
10.0
6
20.0
14
46.7
6
20.0
1
3.3
4
5
16.7
8
26.7
12
40.0
4
13.3
1
3.3
5
2
6.7
8
26.7
14
46.7
5
16.7
1
3.3
7
2
6.7
2
6.7
15
50.0
10
33.3
0
0
8
2
6.7
5
16.7
16
53.3
6
20.0
0
0
g
4
13,3
8
26.7
14
46.7
3
10.0
0
0
10
2
6.7
10
33.3
10
33.3
5
16.7
2
6.7
11
4
13.3
10
33.3
12
40.0
3
10.0
0
0
12
3
10.0
9
30.0
13
50.0
2
6.7
0
0
Page 132
Degree of Importance
5-Much
4-/LA.
3-Mod.
2-Min.
1-
N
%
N
N
N
N
Z
13
2
6.7
6
20.0
12
40.0
7
23.3
2
6.7
14
1
3.3
5
16.7
12
40.0
8
26.7
3
10.0
15
1
3.3
4
13.3
11
36.7
11
36.7
2
6,7
17
1
3.3
8
26.7
15
50.0
4
13.3
1
3.3
18
1
3.3
8
26.7
14
46.7
5
16.7
1
3.3
19
3
10.0
12
40.0
9
30.0
4
13.3
1
3.3
20
3
10.0
9
30.0
12
40.0
5
16.7
0
0
22
7
23.3
9
30.0
8
26.7
4
13.3
1
3.3
23
5
16.7
12
40.0
11
36.7
1
3.3
0
0
24-
4
13.3
4
13.3
16
53.3
5
16.7
0
0
25
7
23.3
8
26.7
13
43.3
1
3.3
0
0
27
1
3.3
12
40.0
10
33.3
7
23.3
0
0
28
4
13.3
12
40.0
10
33.3
4
13.3
0
0
30
7
23.3
12
40.0
7
23.3
3
10.0
1
3.3
31
6
20.0
13
43.3
7
23.3
3
10.0
1
3.3
ItemNo.
Z
Z
No
j
Page 133
Degree of Importance
5-Much
4-A.A.
3-Mod.
2-Min.
N
%
N
%
N
N
Z
N
32
6
20.0
9
30.0
12
40.0
2
6.7
1
3.3
34
2
6.7
3
10.0
16
533
9
30.0
0
0
35
2
6.7
4
13.3
14
46.7
9
30.0
1
3.3
36
2
6.7
6
20.0
15
50.0
6
20.0
1
3.3
37
2
6.7
12
40.0
8
26.7
7
23.3
1
3.3
39
4
13.3
11
36.7
10
33.3
5
16.7
0
0
40
7
23.3
11
36.7
9
30.0
3
10.0
0
0
41
4
13.3
9
30.0
11
36.7
6
20.0
0
0
43
2
6.7
7
23.3
11
36.7
7
23.3
3
44
1
3.3
10
33.3
13
43.3
6
20.0
0
0
45
0
0
8
26.7
13
43.3
9
30.0
0
0
46
1
3.3
11
36.7
12
40.0
6
20.0
0
0
48
2
6.7
10
33.3
11
36.7
7
23.3
0
0
49
1
3.3
9
30.0
13
43,3
6
20.0
1
3.3
50
1
3.3
10
33.3
14
46.7
4
13.3
1
3.3
ItemNo.
%
1-
No
10.0
Page 134
Degree of Importance
5-Much
4-A.A.
3-Mod.
2-Min.
1-
N
%
N
N
%
N
N
%
51
1
3.3
9
30.0
12
40.0
7
23.3
1
3.3
53
1
3.3
11
36.7
11
36.7
7
23.3
0
0
54
0
0
9
30.0
12
40.0
8
26.7
1
3.3
55
0
0
9
30.0
14
46.7
7
23.3
0
0
56
1
3.3
9
30.0
15
50.0
5
16.7
0
0
ItemNo.
%
%
No
Page 135
OBSERVED FREQUENCY DISTRIBUTIONS PERCEPTIONS OF TEACHERS ON FORTY-SIX TEACHING COMPETENCIES
Much
A.A.
Mod.
Min.
No
=
=
=
=
=
needs
needs
needs
needs
needs
much training
above average amount of training
moderate amount of training
minimum amount of training
no training
Degree of Importance
Item No.
5 - Much
N
Z
4 - A.A.
N
Z
i -
No
3 - Mod.
2 - Min.
N
N
Z
N
Z
Z
i
9
15.0
16
26.7
28
46.7
5
8.3
2
3.3
2
7
11.7
17
28.3
28
4.6.7
8
13.3
0
0
3
6
10.0
13
21.7
17
28.3
18
30.0
6
10.0
4
11
18.3
22
36.7
14
23.3
10
16.7
3
5.0
5
9
15.0
20
33.3
14
23.3
16
26.7
1
1.7
7
2
3.3
5
8.3
28
46.7
18
30.0
7
11.7
8
2
3.3
10
16.7
24
40.0
19
31.7
5
8.3
g
6
10.0
17
28.3
21
35.0
11
18.3
5
8.3
10
5
8.3
15
25.0
16
26.7
21
35.0
3
5.0
11
5
8.3
18
30.0
24
40.0
8
13.3
5
8.3
12
8
13.3
12
20.0
24
40.0
13
21.7
3
5.0
Page 136
Degree of Importance
5-Much
4-/LA.
3-Mod.
2-Min.
1-
N
Z
N
N
N
N
13
2
3.3
8
13.3
21
35.0
18
30.0
11
18.3
14
2
3.3
5
8.3
21
35.0
28
46.7
4
6.7
15
3
5.0
5
8.3
13
21.7
24
40.0
15
25.0
17
3
5.0
12
20.0
21
35.0
19
31.7
5
8.3
18
4
6.7
11
18.3
21
35.0
20
33.3
4
6.7
19
8
13.3
12
20.0
25
41.7
12
20.0
3
5.0
20
7
11.7
8
13.3
20
33.3
22
36.7
3
5.0
22
6
10.0
17
28.3
14
23.3
16
26.7
7
11.7
23
7
11.7
19
31.7
20
33.3
12
20.0
2
3.3
24
9
15.0
10
16.7
26
43.3
9
15.0
6
10.0
25
9
15.0
22
36.7
19
31.7
7
11.7
3
5.0
27
5
8.3
11
18.3
20
33.3
21
35.0
3
5,0
28
7
11.7
11
18.3
24
40.0
17
28.3
1
1.7
30
9
15.0
17
28.3
24
40.0
8
13.3
2
3.3
31
9
15.0
18
30.0
20
33.3
12
20.0
1
1.7
ItemNo.
°%
Z
Z
No
Z
Page 137
Degree of Importance
ItemNo.
5-Much
N
%
4-A.A.
3-Mod.
N
N
Z
2-Min.
%
N
Z
1-
No
N
Z
32
8
13,3
17
28.3
21
35.0
12
2OO
2
3.3
34
5
8.3
6
10.0
21
35.0
17
28.3
11
18.3
35
3
5.0
7
11.7
19
31.7
21
35.0
10
16.7
36
4
6.7
7
11.7
22
36.7
18
30.0
9
15.0
37
7
11.7
12
20.0
22
36.7
13
21.7
6
10.0
3g
5
8.3
10
16.7
28
46.7
15
25.0
2
3.3
40
16
26.7
21
35.0
18
30.0
5
8.3
0
0
41
13
21.7
15
25.0
22
36.7
8
13.3
2
3.3
43
7
11.7
20
33.3
15
25.0
17
28.3
1
1.7
44
5
8.3
14
23.3
24
40.0
12
20.0
5
8.3
45
3
5.0
14
23.3
24
40.0
15
25.0
4
6.7
46
12
20.0
7
11,7
22
36.7
16
26.0
3
5.0
48
3
5.0
21
35.0
27
45.0
8
13.3
1
1.7
49
4
6.7
11
18.3
29
48.3
16
26.7
0
0
50
5
8.3
18
30.0
29
48.3
8
13.3
0
0
Page 138
Degree of Importance
ItemNo.
5-Much
4-A.A.
Z
3-Mod.
2-Min.
1-
N
N
Z
N
Z
No
N
Z
51
9
15.0
16
26.7
24
40.0
11
18.3
0
0
53
3
5.0
16
26.7
25
41.7
14
23.3
2
3.3
54
3
5.0
15
25.0
21
35.0
20
33.3
1
1.7
55
3
5.0
18
30.0
24
40.0
14
23.3
1
1.7
56
8
13.3
21
35.0
27
45.0
4
6.7
0
0
N
%
Page 139
BIBLIOGRAPHY
Page 140
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Baker, K.
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1980.
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Bolam,
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Educational Development: An International Survey.
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BOLAM,
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Cane, B.
Cheng,
Final Report of CERI Project on INSET. OECD,
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NFER,
1982,
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Wide Angle
Function and Effectiveness of Education.
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Christensen, Judith C.
Think?"
Cohen, J.
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Statistical Power Analysis for the Behaviorial Science.
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Copeland,
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Helping Schools Plan Staff Development: A
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Edelfelt,
R.A.
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