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Teacher commitment trends: Cases of Hong Kong teachers from 1997 to 2007
ARTICLE

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TATE Volume 25, Number 5, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

This article examines the commitment of Hong Kong teachers in the decade after the political transition in 1997, when large-scale education reforms were launched. The life history method was employed to investigate teachers’ self-appraisal of their commitment levels in their career course and factors contributing to such trends. Findings not only affirm the previous view that teacher commitment involves the interplay of personal, workplace and education systemic factors but also illuminate how these factors interplay differently to effect sustained/increased or decreased commitment. ‘Love for students’ is argued to be a crucial personal factor which counteracts unfavorable external conditions to sustain teacher commitment.

Citation

Choi, P.L. & Tang, S.Y.F. (2009). Teacher commitment trends: Cases of Hong Kong teachers from 1997 to 2007. Teaching and Teacher Education: An International Journal of Research and Studies, 25(5), 767-777. Elsevier Ltd. Retrieved October 15, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 28, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2009.01.005

Keywords