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Dissertations / Theses on the topic 'High school teachers'

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Published: 4 June 2021

Last updated: 1 August 2024

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1

Tse, Chun-yin Shirley. "Teachers' perceptions of the introduction of an appraisal system in a secondary school in relation to professional development." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B37638749.

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2

Fan, Chi-man Cliff. "The impact of school culture on the appraisal system the case study of an aided secondary school /." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37308713.

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3

Arnold-Massey, Helen P. Baker Paul J. "Retention of new teachers in high performing high poverty schools." Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1273119641&SrchMode=1&sid=2&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1181240377&clientId=43838.

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Thesis (Ed. D.)--Illinois State University, 2006.
Title from title page screen, viewed on June 7, 2007. Dissertation Committee: Paul Baker (chair), Amee D. Adkins, Joseph Pacha, Ronald L. Cope. Includes bibliographical references (leaves 149-157) and abstract. Also available in print.

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4

Tucker, Gail. "High-stakes testing and teacher burnout in public high school teachers." ScholarWorks, 2009. https://scholarworks.waldenu.edu/dissertations/653.

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Demands associated with the No Child Left Behind Act of 2001 contribute to the risk of teacher burnout; however, the relationship between teacher burnout and specific teaching assignments is unclear. Accordingly, the purpose of this study was to investigate if burnout is greater for high-stakes subject area public high school teachers than for low-stakes subject area public high school teachers and to ascertain teachers' perceptions about difficulties associated with teaching a high-stakes subject area. The job demands-resources model and the multidimensional model of burnout provided the theoretical framework. The concurrent mixed methods design included quantitative tests of differences in burnout scores of 87 Maryland public high school teachers across high-stakes and low-stakes subject areas, and the qualitative research question documented perceptions. The Maslach Burnout Inventory---Educators Survey measured burnout, and although high-stakes teachers reported greater burnout, chi-square and independent sample t-test did not confirm statistically significant differences across subject area. Qualitative data underwent coding into emergent burnout-related themes that were reanalyzed and revised to explain teacher perceptions. Analysis of teacher responses yielded 5 domains that affected burnout: workload/time incompatibility, pressure on teachers for students to pass high-stakes tests, need for all stakeholders to take responsibility, diminished teacher autonomy, and lack of resources. Recommendations include addressing teacher workload and sharing educational responsibilities among all stakeholders. Because burnout is an organizational issue, positive social change is achievable if administrators promote positive coping strategies and include teachers in the change process necessary to achieve the goals of No Child Left Behind.

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5

Trimble, Aaron Douglas. "Exemplary junior high school teachers." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ34465.pdf.

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6

Carpenter, Sherene. "A grounded theory study of the professional preparation process of Alabama urban high school alternative certified teachers." Birmingham, Ala. : University of Alabama at Birmingham, 2008. https://www.mhsl.uab.edu/dt/2009r/carpenter.pdf.

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Thesis (Ph. D.)--University of Alabama at Birmingham, 2008.
Additional advisors: Natalya Ivankova, Margaret Rice, Boyd Rogan, Linda Searby. Description based on contents viewed July 7, 2009; title from PDF t.p. Includes bibliographical references (p. 176-184).

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7

Leung, Chi-kin Michael. "Principal's leadership style, teachers' morale and school effectiveness : perceptions of teachers in aided secondary schools /." [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13554487.

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8

Too, So Kwok-chun. "Staff development needs in a sample of Anglican secondary schools in Hong Kong." Hong Kong : University of Hong Kong, 1987. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18035243.

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9

Hwang, Shwu-Mei Jerich Kenneth Frank. "The perceived effectiveness of teacher education for junior high schools in Taiwan a comparison between preservice and inservice teachers /." Normal, Ill. Illinois State University, 1998. http://wwwlib.umi.com/cr/ilstu/fullcit?p9835909.

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Thesis (Ed. D.)--Illinois State University, 1998.
Title from title page screen, viewed July 3, 2006. Dissertation Committee: Kenneth F. Jerich (chair), Kenneth H. Strand, Dent M. Rhodes, Barbara L. Nourie, Ming-Gon John Lian. Includes bibliographical references (leaves 149-157) and abstract. Also available in print.

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10

Law, Lai-ming Teresa. "Guidance training needs and support : class teachers' perception /." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22266756.

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11

Lam, Yee-mei Loretta. "Teacher stress encountered by Hong Kong secondary and primary school teachers similarity and disparity /." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37598673.

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12

Sin, Wai-ling. "Teachers' perceptions of an appraisal system in a Hong Kong secondary school in relation to professional development." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35716605.

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13

Zhang, Xiaofeng. "The role of teacher appraisal in teacher professional development a case study in schools in Shanghai /." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B40888034.

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14

Bahcivan, Eralp. "Assessment Of High School Physics Teachers." Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614413/index.pdf.

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The main purpose of this study is to assess pedagogical content knowledge (PCK) of in-service physics teachers about electricity topic in high school level by developing a paper-and-pencil instrument consisting of open-ended items. The instrument was developed with four different implementations by administration to the 278 in-service physics teachers. An exploratory and confirmatory factor analysis including only PCK items was conducted in validation processes. The relations among teachers&rsquo
job satisfaction levels, perceived self-efficacy levels, years of teaching experience and specific experiences, attendance to in-service training seminars related to physics teaching programs and teachers&rsquo
PCK were also analyzed by a confirmatory structural equation modeling study in validation of test scores. SPSS and AMOS programs were used in the analyses. Results of the study showed that teachers&rsquo
perceived self-efficacy level, attendance to in-service training seminars and specific experiences were significant predictors of their PCK. Teachers&rsquo
years of teaching experience and job satisfaction level were not significant predictors of their PCK. Inter-rater reliability scores were calculated as 0.86 and 78% for scoring and coding of the participant teachers&rsquo
responses respectively. Results also showed that there are many Turkish physics teachers whose PCK scores regarding students&rsquo
learning difficulties and misconceptions are below the average and participants mostly prefer to implement direct instruction in their classrooms as the instructional strategy.

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15

Chan, Lai-man Florence. "A staff development program in a CMI school : perceptions of teachers and the principal /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25752169.

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16

Wong, Ip-kit Edward. "Factors contributing to job satisfaction amongst Macau secondary and primary school teachers implications for schools management /." Click to view the E-thesis via HKUTO, 1985. http://sunzi.lib.hku.hk/HKUTO/record/B38626822.

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17

OuYang, Wen. "A comparative study of the relationship between supervisory leadership styles and high school teachers' job satisfaction and commitment in China and the United States." Diss., Columbia, Mo. : University of Missouri-Columbia, 2006. http://hdl.handle.net/10355/5888.

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Thesis (Ph. D.)--University of Missouri-Columbia, 2006.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on August 13, 2007) Vita. Includes bibliographical references.

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18

Mak, Yiu-kwong. "School-based staff development : its policy formulation and implementation : a study of two secondary schools in Hong Kong /." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14034761.

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19

Cheung, Lai-man Elizabeth. "Hong Kong secondary school teachers' understanding of their careers /." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B23294449.

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20

Yau, Chung-wan. "The relationship between principal leadership styles and the nature of staff appraisal activities in new aided secondary schools in Hong Kong." Click to view the E-thesis via HKUTO, 1987. http://sunzi.lib.hku.hk/HKUTO/record/B38626925.

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21

Wong, Chun-cheong. "Hong Kong teachers' perceptions of continuing professional development policies and activities." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B3554448X.

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22

Carver, Jeffrey S. Rhodes Dent Hunter William J. F. "Instructional decision making of high school science teachers." Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1225152491&SrchMode=1&sid=4&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1177271199&clientId=43838.

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Thesis (Ed. D.)--Illinois State University, 2006.
Title from title page screen, viewed on April 22, 2007. Dissertation Committee: Dent M. Rhodes, William J.F. Hunter (co-chairs), Thomas P. Crumpler. Includes bibliographical references (leaves 251-256) and abstract. Also available in print.

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23

Kan, Lai-fong Flora. "Teachers' in-service training needs in a sample of aided secondary schools in Hong Kong the implication for school administration /." Click to view the E-thesis via HKUTO, 1987. http://sunzi.lib.hku.hk/HKUTO/record/B38627243.

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24

Mogill, Alexis Timothy Otto Albert D. "Assessing the pedagogical content knowledge and teaching/learning paradigms of potential candidates for alternative certification in Illinois." Normal, Ill. Illinois State University, 1995. http://wwwlib.umi.com/cr/ilstu/fullcit?p9604378.

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Thesis (Ph. D.)--Illinois State University, 1995.
Title from title page screen, viewed April 25, 2006. Dissertation Committee: Albert Otto (chair), John Dossey, Robert Fisher, Barbara Heyl, Beverly Rich. Includes bibliographical references (leaves 139-146) and abstract. Also available in print.

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25

Carter, Pauline J., and pjcarter@chariot net au. "Factors affecting the engagement of experienced teachers in schools." Deakin University. School of Education, 2007. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20080404.105756.

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With the changing age profile of teachers in Australian schools, considerable numbers of experienced teachers need to feature as educational leaders, before their workplace knowledge and expertise will be lost to schools with retirement. Stereotypes of veteran teachers depict individuals, wearied by decades of work experiences, entering professional decline when educational systems need these experienced practitioners to remain connected, communicative and motivated in their work. This thesis explores the careers and contemporary professional lives of experienced practitioners predominantly classroom teachers currently working in a school with a long standing commitment to student-centred education. The research identified the factors that influenced their career pathways and affected their engagement with their work. Critical incidents in the teachers careers and professional lives are discussed in relation to the theories of motivation and the nature of Professional Learning Communities. The study showed that necessary factors for engagement were: mutual alignment with a well-articulated and practised ethos; supportive leadership; experiencing professional influence; opportunities for learning; and variety in work. Disillusion resulted if school actions were contrary to the espoused ethos. Severely negative experiences of performance management were survived by withdrawing, and enduring management tenures but these remain very poignant memories. The teachers had few career regrets yet reflection revealed the arbitrary nature of their career progression. The research identified a need to recognise the global and societal factors influencing the nature of teachers work. It is argued that schools and systems need to have a greater alignment between these external forces and their internal goals whilst recapturing the moral purpose of education. Furthermore, it is asserted that educational systems need to provide better human resource management for the teaching workforce through emphasising life-balance and well-being. Additionally, professional appraisal and staff management would benefit from strong recognition and deployment of the workplace knowledge and expertise of experienced teachers. A serendipitous outcome of the research was the benefit participants gained from reflecting on their careers which proved extremely affirming, and contributed to enhanced professional identities and changed career plans.

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26

Lehtinen, Sabina. "Personlighetsskillnader mellan gymnasielärare och blivande gymnasielärare : Differences in personality between high school teachers and future high school teachers." Thesis, Karlstads universitet, Fakulteten för ekonomi, kommunikation och IT, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-6867.

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27

Shifflette, Linda Madsen. "Factors influencing positive change in the second[ary] teacher's classroom skills." Diss., This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-07132007-143151/.

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28

Liu, Pak-lin. "An evaluative study of the performance appraisal system in government secondary schools." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17596671.

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29

Marx, Kathryn Ashby Dianne E. "The role of veteran teachers in mandated improvement for rural high schools." Normal, Ill. Illinois State University, 1999. http://wwwlib.umi.com/cr/ilstu/fullcit?p9960418.

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Thesis (Ph. D.)--Illinois State University, 1999.
Title from title page screen, viewed July 27, 2006. Dissertation Committee: Dianne Ashby (chair), Paul Baker, William Rau, Sandra Corless, Albert T. Azinger. Includes bibliographical references (leaves 172-182) and abstract. Also available in print.

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30

Wong, K. L. "The impact of professional development on stress in teaching." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35711826.

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31

Lang, Dale Christopher. "Teacher interactions within the physical environment : how teachers alter their space and/or routines because of classroom character /." Thesis, Connect to this title online; UW restricted, 2002. http://hdl.handle.net/1773/7726.

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32

Leung, Chi-kin Michael, and 梁志堅. "Principal's leadership style, teachers' morale and school effectiveness: perceptions of teachers inaided secondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956555.

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33

Suen, Lee-wa Ann. "Teachers' and principals' perception of the effectiveness of supervisory approaches to in-service staff development planning." Click to view the E-thesis via HKUTO, 2001. http://sunzi.lib.hku.hk/hkuto/record/B4257576X.

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34

Lam, Kit-ying. "Teacher apprisal [i.e. appraisal] : perceptions of principals and teachers in the aided secondary schools /." Hong Kong : University of Hong Kong, 1992. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13836614.

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35

Williams, Elna B. Padavil George. "An examination of the perceived staff development needs of teachers in a midwestern urban high school implementing a four block schedule." Normal, Ill. Illinois State University, 1999. http://wwwlib.umi.com/cr/ilstu/fullcit?p9927779.

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Thesis (Ed. D.)--Illinois State University, 1999.
Title from title page screen, viewed July 21, 2006. Dissertation Committee: George A. Padavil (chair), Deloris Henry, Rodney Riegle, David Tucker. Includes bibliographical references (leaves 112-117) and abstract. Also available in print.

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36

Kapucu, Serkan. "Physics Teachers." Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614422/index.pdf.

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The purpose of this study was to investigate four in-service physics teachers&rsquo
beliefs related to Turkish High School Physics Curriculum (THSPC) and to what extent these beliefs are reflected in their instructional practices. Data were collected through interviews, classroom observations and an open-ended questionnaire. Teachers&rsquo
responses to interview questions showed that they believed that teaching physics according to the THSPC helped students use their skills, become interested in physics lessons, relate physics to their daily life and have a permanent knowledge. Besides, teachers believe that they can teach physics according to the THSPC generally by giving examples from daily life and creating a discussion environment. The data obtained from classroom observations showed that the beliefs of teachers about how to teach physics according to the THSPC were reflected in their instructional practices. Teachers&rsquo
responses to open-ended questionnaire showed that teachers believed the necessity of attainment of majority of the skill objectives in the THSPC by students. However, they do not consider that students can attain many of the problem solving and information and communication skills. The data obtained from classroom observations showed that they seldom attempted to help students attain them or they never attempted. The data gathered from interviews and an open questionnaire showed that there were some factors that influence teachers&rsquo
instructional practices according to the THSPC. For example, they believe that students&rsquo
interest in physics lessons and teacher&rsquo
s opportunity to give more examples about daily life made their teaching physics according to the THSPC easy. However, they believe that university entrance exam, inadequacy of laboratory environment and lesson hours, students&rsquo
low economic status and lack of information and communication technologies affected their teaching physics according to the THSPC negatively.

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37

Lo, Chee-wai. "Teacher appraisal-perceptions of appraisers (middle managers) and appraisees (teachers) in Hong Kong secondary schools." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20058032.

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38

Tso, Siu-man Simon. "Student rating in teacher appraisal : the views and concerns of teachers in Hong Kong aided secondary schools /." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21304750.

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39

Lai, Wai-chi Regine, and 黎慧芝. "Perceptions of "a good teacher" by teachers and students in Hong Kong: their cultural implications." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31961691.

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40

Al-Farsi, Said Nasser. "Omani school head teachers views of effectiveness of school leadership of secondary schools in Oman." Thesis, University of Glasgow, 2007. http://theses.gla.ac.uk/2611/.

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The aims of the study were to: examine how school leaders define effective school leadership, and identify the range of strategies school leaders employed in the management of their school. These aims would allow a consideration of the implications of the results for the professional development of school leaders in secondary schools in Oman. Two questions were set: What are the head teachers’ views of effective school leadership in the secondary schools, and what are some of the strategies head teachers use to lead their schools? Two methods were used. A survey was carried out using a questionnaire completed by all head teachers of secondary schools in Oman. This questionnaire identified a number of items within seven fields and asked head teachers to indicate their level of agreement with these items. These items were drawn from a reading of the literature to identify the features of participatory school leadership. The questionnaire had 40 items divided into seven fields with between 4 and 7 items in each field. This first stage was followed by a smaller group of head teachers being interviewed with the sample being composed of one male and one female head teacher from every district in Oman. The study investigated the profile of current secondary head teachers in Oman in terms of qualification, job experience, teaching experience and gender. Summary data for each of these aspects has been gathered. Also gender was examined in relation to the factors of qualification, length of experience as a teacher and as a manager. The study explored the views of all secondary head teachers in Oman about a participatory model of school leadership and found that there was a consistently high level of agreement with each of the items in the seven fields. The responses of head teachers were also examined for the presence of any statistically significant correlation between the views of the head teachers and each of the following variables: the head teachers’ gender, qualifications, length of experience as a head teacher and length of teaching experience.

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41

Chan, Ka-hing Alexander. "Hong Kong teacher identity perceived and intended /." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B3530554X.

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42

Vens, Kasey. "The Creativity of Junior High and High School Mathematics Teachers." University of Toledo / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1556720360353196.

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43

Long, Leanne Freeman. "Instructional leadership perceptions of Mississippi career and technical education administrators and teachers /." Diss., Mississippi State : Mississippi State University, 2008. http://library.msstate.edu/etd/show.asp?etd=etd-10212008-204201.

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44

Korach, Rachel Mae. "A Comparative Study of Perceptions of High School Department Chairs and High School Teachers on the Role of the High School Academic Department Chair: the Voice of the Teacher-department Chair." PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/1254.

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The purpose of this descriptive study was to examine and compare perceptions between high school department chairs and teachers regarding the role of the high school academic department chair in Oregon, a position which has been largely ignored in recent educational reform efforts. Schools selected for the study were limited to those sharing the same qualities of size and structure as those of the high schools in the researcher's own district. A researcher-constructed questionnaire defining 44 activities comprising five categories of department chair responsibility provided data from 118 high school department chairs and 114 teachers from 34 Oregon high schools. Respondents addressed three issues: (a) definition-perceptions of what the role of the high school department chair looks like in practice; (b) clarification-perceptions of which activities are most important to the role; and (c) extension-perceptions of which activities are most important for the department chair to continue to improve in carrying out the role. Results of this study show teachers' expectations for the role of the department chair to be substantially different from those of the chairs themselves. Chi-square testing revealed statistically significant (R < .05) incongruence of perceptions between department chairs and teachers for 21 of the 44 activities across all five of the categories of department chair responsibility. Department chairs consistently perceived themselves to devote more time to their role than teachers perceived chairs to spend. Teachers placed more importance than did chairs on protection of instructional time and support of teachers' professional needs and concerns. Statistically significant differences in perception between males and females in the study population were also found for 24 of the 44 activities. Females consistently valued more highly than did males those department chair activities that reflect a facilitative, collaborative approach to leadership. Greater percentages of males more highly valued management activities than did females. These findings suggest both ambiguity in role definition and incongruence of role expectations to be obstacles to effective role performance for the high school department chair. Open, focused dialogue is suggested as a means for resolving these contradictions.

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45

Yuen, Adolph. "School excellence in the perspectives of a subsidized secondary school : a case study of teachers' and principal's perceptions /." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14710109.

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46

Li, Kwok-kai. "Turnover intentions of graduate teachers in Hong Kong aided secondary schools." [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13553884.

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47

Marole, Makgomo Victoria. "Teachers' perceptions of pupil behaviours: a study of high school teachers' attitude." Thesis, University of the Western Cape, 1994. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_3172_1183471630.

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48

FREY, KATIE MANCIET. "ADMINISTRATIVE IMPLICATIONS OF SELF-REPORTED INSTRUCTIONAL BELIEFS AND PRACTICES OF SECONDARY SCHOOL TEACHERS." Diss., The University of Arizona, 1987. http://hdl.handle.net/10150/184057.

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The primary purpose of this study was to assess the viability of selected subscales of an educational beliefs survey for use in educational planning and decision making. A secondary purpose was to determine if classroom practices of teachers in selected secondary schools were related to their instructional beliefs as measured through self-report instruments. Data collection involved two phases. The Teacher Beliefs Inventory was utilized for gathering data related to instructional beliefs. Demographic data was also gathered in the first phase of data collection. Teachers' instructional practices were assessed in phase two through use of the Instructional Practices Survey. These surveys were administered to secondary school teachers in one public school district in Pima County, Arizona. For each questionnaire, items were separately tabulated. The Teacher Control and Discipline and the Student Participation subscales of the Teacher Beliefs Inventory and the two Teacher-Centered and Student-Centered subscales of the Instructional Practices Survey were further analyzed. The subscales of each instrument were also combined as typologies in order to allow examination of the dimensions as interrelated rather than dichotomous factors. The surveys were analyzed independently and then in relationship to one another. Analysis of variance results indicated significant relationships between belief types and both student-centered (p = .0001) and teacher-centered (p < .0001) practices. Chi-square analysis established a relationship between belief and practice typologies (p = .0003) but did not establish the nature of the relationship. Latent class analysis indicated the data could be explained with a three-class model consisting of two cells which specify high-low relationships between the subscales and one quasi-independence class into which remaining cases would fall. This finding was consistent with positions found in the literature that conditional hierarchies may exist among belief dimensions. The findings support the use of the two subscales of the Teacher Beliefs Inventory which were investigated in this study. Those subscales have been organized and labeled the Instructional Beliefs Survey. The survey has several potential applications for educational planning and decision making. Obtained results can be used in staff development, teacher preservice education, curriculum development and program selection, and instructional supervision.

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49

Boatright, Elizabeth E. "Constructing high quality professional learning opportunities for high school teachers in a transformation context /." Thesis, Connect to this title online; UW restricted, 2007. http://hdl.handle.net/1773/7537.

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50

Lee, H. M. "Social networks of teachers in a secondary school." Click to view the E-thesis via HKUTO, 2000. http://sunzi.lib.hku.hk/hkuto/record/B42128651.

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