Dissertations / Theses: 'High schools – China'

1

Zhang, Lei. "School and teacher effectiveness of senior high schools in Western China." Thesis, University of Bristol, 2016. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.701391.

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2

Pang, Sun-keung Nicholas, and 彭新強. "School climate: a discipline view." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B31956166.

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Leung, Bo Wah School of Music &amp Music Education UNSW. "Creative Music Making in Hong Kong Secondary Schools: The Present Situation and Professional Development of Music Teachers." Awarded by:University of New South Wales. School of Music and Music Education, 2002. http://handle.unsw.edu.au/1959.4/18665.

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Present research provides strong support for the use of creative activities in school music programmes based on evidence that learning music is more effective when students are exposed to authentic, experiential learning activities, rather than verbal descriptions and explanations by the teacher. Based on this background the purpose of this study was to address the need to train music teachers with the confidence and skills necessary to incorporate creative music making in their classroom teaching. The study was divided into two phases. Phase I included a questionnaire survey that investigated the current situation of music teaching in Hong Kong secondary schools. To extend this survey three composers and three curriculum planners were invited to participate in semi-structured interviews in order to survey their opinions and suggestions on creative music making. Based on the literature review and findings from Phase I, Phase II focused on the design of a teacher education programme that would prepare teachers to undertake creative activities in their classroom music teaching. The programme was trialled twice with two groups of in-service music teachers studying at the Hong Kong Institute of Education. The trainees were asked to design their own creative projects that were taught during a four-week Teaching Practice session. Findings reveal that the most effective creative projects possessed a logical teaching sequence, addressed students???? musical preferences, and integrated listening and performing activities with the creative task. Findings suggest that Hong Kong music teachers should adopt the techniques proposed in this study when designing and implementing their teaching programmes in order to nurture the musical creativity of their students. Music teacher education programmes in Hong Kong should also consider revising their modules so that they provide more balance between theory and practice, and integrate subject-based knowledge with pedagogical skills. A major conclusion of the study is that music teaching in Hong Kong secondary schools would benefited from a balance between creating, performing and listening activities where teachers apply a student-centred approach to expose their students to active, experiential and reflective learning environments in which creative musical expression is fostered at all levels of student development.

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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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Nung, Tai-fai Paul, and 農大煇. "Subject department effectiveness: a case study of three secondary schools in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31225032.

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O, Sui-fong, and 柯瑞芳. "School based management: a way to improve teacher performance in Hong Kong Government schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B3028823x.

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Lam, Yuen-kwan, and 林宛君. "Teachers' perception of leadership in school-based management (SBM)schools: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30217544.

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Jiang, Yimin, and 蔣逸民. "Family environment and academic achievement in Nanjing secondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B31244294.

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Leung, Pui-ling, and 梁佩玲. "Achieving quality education: a study of secondary school principals' and teachers' perception and strategiesfor promoting quality in their schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31962300.

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Liu, Lin Lucia, and 柳琳. ""Muddling through": a cultural perspective onlife in schools for China's deviant students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B48329903.

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China’s radical social transformation, brought about by its rapid economic growth, has placed more of its youth at risk. There has been an increase in juvenile delinquency, internet addiction, school bullying, and gang involvement. Research on this subject in China has attributed the problem to lower socioeconomic status of students’ families, faulty parenting style, academic failure, and aggressive personality. However, the dominant discourse virtually ignores the lives of young people within their context and fails to examine what a deviant lifestyle means to them. This research addresses this limitation by examining the process through which unprivileged students navigate through the problems they face in secondary schooling and construct a deviant subculture. This was accomplished through an intensive fieldwork in an urban secondary school in southeast China with participant observation and interview methods to collect data on a range of students, their parents and teachers over an eight-month period. The results of the data analysis reveal that school plays a critical role in the formation of students’ deviant identities. Its preoccupation with academic performance and bureaucratic management pushes students who bear with cumulative disadvantages inherited from their families and community to a more marginalized position. Deviancy develops from a label to a response. The key manifestation of this is the creation and development of a ‘muddling’ subculture as their strategy to survive schooling. Although the ‘muddling through’ strategy may not provide them with better chance of employment for them to jump out of working-class, nor give much hope for access to the cultural mainstream of society, it still has some positive aspects. The subculture not only offers an alternative way to safeguard their psychological well-being and hone their interpersonal skill, but also facilitates them to gain more social space and resource in the subordinate situation. This finding coincides with selected sociological studies of deviant students in the West but also aligns with the special context of contemporary China. First, the Chinese society is evolving even faster after the establishment of Deng’s economic model. It is a broadly accepted fact and a roaring public concern that the gap between the poor and rich in China is heading towards a new class structure. In this context, schooling doubtlessly plays a role in the social reproduction. This study claims that lower class students’ deviant subculture is not simply an oppositional culture to the value of school education as argued in Western literature; rather, it is a strategic negotiation with the social structure in order to ‘muddle through’ their lives. Second, the nature of this ‘muddling’ subculture has strong links with a pragmatic social ethos that glorifies monetary success. When “whatever works to become rich” is the dominant “Chinese dream”, other forms of social recognition, value and well-being attached to formal school education can appear as overwhelmingly irrelevant to the eyes of those students who inherited a social class they did not choose and an educational system that tells them little.
published_or_final_version
Education
Doctoral
Doctor of Philosophy

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Tang, Hoi-wan, and 鄧凱雲. "The waste separation and recycling scheme in schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31255103.

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Leung, Hoi-yan, and 梁愷恩. "A comparative study of music education in two secondary schools in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B27709528.

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Wu, Yuqing, and 吴玉清. "A comparative study of teacher appraisal system in Hong Kong and Shanghai secondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B50177151.

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In Shanghai, the government requires the public schools to conduct schoolbased teacher appraisal for the use of improving teacher development and school development. In Hong Kong, according to the Education Commission Report No.7, aided schools have to establish self-management and conduct teacher appraisal annually for strengthening teacher development and school development, which is as same as in Shanghai. However, since the different education systems and culture backgrounds exist in these two areas, there must be differences of the teacher appraisal systems the schools conduct between Hong Kong and Shanghai. The study will be taken place in two secondary schools in Hong Kong and Shanghai respectively. It focuses on the comparison of the teacher appraisal systems at school, including the appraisal contents, appraisal methods, teachers’ perspectives and effectiveness corresponding. In this study, the current teacher appraisal systems that two schools have will be introduced for comparison. In addition, through the comparative study, I intend to figure out the importance and necessity of teacher appraisal to be carried out at school, to investigate if it is beneficial for the teacher development and school development, to see if it is possible to be refined for the two appraisal systems depending on comparing between each other.
published_or_final_version
Education
Master
Master of Education

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14

Wu, Zhenzhen, and 吴真真. "Factors that motivate teachers in profit-making schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B50177175.

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This study aims at obtaining a deeper and clearer understanding of various factors that motivate teacher to work in profit-making schools. Herzberg’s motivator-hygiene theory on motivation is adopted as the main theoretical basis. A questionnaire survey was used to gather data from English teachers in a profit-making school. Of the 95 returned questionnaires, 87 were found valid for statistic analysis which was processed by SPSS 17.0. The major findings were summarized as follows. First, the most important factor is Job Security while the least important one is Responsibility. Second, it is found that hygiene factors are more important than motivators to motivate teachers in this case school, which is not so consistent with Herzberg’s theory. Third, the results of the study also challenged the Maslow’s theory. Maslow’s statement that lower level needs must be satisfied before the desire of the next high level is not confirmed by this study. Fourth, when concerned with the relationship between teachers’ background and the motivation factors, this study showed that teachers with different gender, age, working experience, academic background and marital status have different perceptions of the importance of the factors. Further study could be follow-up to extend this study to other employees, such as middle management in schools. Since this study only answer the question “what” motivate teachers, “how” those factors affect teachers to work is another area.
published_or_final_version
Education
Master
Master of Education

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15

Zhang, Xiaofeng, and 张晓峰. "The role of teacher appraisal in teacher professional development: a case study in schools in Shanghai." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B40888034.

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Cheung, Ka-wa Simon, and 張嘉華. "Tai Po Kau nature reserve as an educational resource for secondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31253684.

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Leung, Yuk-wah, and 梁玉華. "Rewards and punishments in schools: a study of their effectiveness as perceived by secondary school students andtheir teachers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1991. http://hub.hku.hk/bib/B31956014.

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Kan, Wei. "Acceptance and resistance : pupils' experiences of inquiry-based learning in three high schools, China." Thesis, University of Manchester, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.509025.

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Tsang, Po-chu, and 曾寶珠. "Respectable criminals: an exploratory study of copyright infringement among secondary school teachers in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31979099.

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So, Chi-kuen Simon, and 蘇志權. "The role of Hong Kong aided secondary schools' vice-principals: perception of vice-prinicipals, principalsand teachers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31961915.

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黃嘉明 and Ka-ming Tracy Wong. "Students' perceptions of forgiveness in Hong Kong secondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31963262.

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Simon, Louise, and mls@eryptick net. "Examination Orientation and the Opportunity Structure in Chinese Education: Case Studies of Kunming High Schools." The Australian National University. Research School of Pacific and Asian Studies, 2001. http://thesis.anu.edu.au./public/adt-ANU20021023.102300.

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This dissertation examines the nature of education at the senior high school level in Kunming, China, through a participant observation study in four high schools. It discusses Ronald Dore's theory of a 'diploma disease' in the context of the four schools, and the variants which affect it at the level of participants. The dissertation illustrates that the 'backwash effects' which are generated by the National University Entrance Examination are entrenched in the education system and have significant adverse effects on students and teachers. The academic and vocational streams of education are compared and contrasted as providing different paths through the opportunity structure and different outcomes for social mobility. The dissertation analyzes the selective and social distributive functions of senior high school education in Kunming, and suggests that informal methods outside of entrance examinations, such as the use of guanxi and monetary payments, are gaining influence in these realms. As these methods become more widely utilized in the face of increasing competition to enter university, expressions of discontent from those educational participants who are adversely affected are also becoming more apparent.

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Chen, Shuping Monica, and 陳淑萍. "Extensive reading in five Hong Kong EMI secondary schools: from a teacher cognition perspective." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B43703811.

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Shae, Wan-chaw, and 佘雲楚. "A sociological study of authority in two secondary schools in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31234410.

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Chun, Ping-kit Roxco, and 秦炳傑. "Responses to delinquency in Hong Kong secondary schools: towards an integrative approach." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37033311.

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Too, So Kwok-chun, and 朱蘇國珍. "Staff development needs in a sample of Anglican secondary schools in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B31955745.

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Lai, Pak-sang, and 賴柏生. "Job satisfaction and turnover intention: a study on teachers of sub-standard secondary schools in Guangzhou." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956452.

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Chan, Yin-chun, and 陳燕春. "School deviance and the role of the discipline master in some Hong Kong secondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1990. http://hub.hku.hk/bib/B31976190.

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Song, Min. "Participant perceptions about speaking and listening in modern foreign language classes in China and England, and their relationship to classroom practices." Thesis, University of Warwick, 2013. http://wrap.warwick.ac.uk/57259/.

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This research will examine participant perceptions about speaking and listening in modern foreign language classes in China and England, and focus on a number of case studies of teaching and learning speaking and listening in a foreign language. The question underpinning my research is: What are participant perceptions about speaking and listening in modern foreign language classes in China and England and their relationship to classroom practices? My chosen research approach is case study because this research seeks to illuminate the perceptions of teachers and learners in China and England about speaking and listening in modern foreign language and relationships between the issues within the topic of my research. For this study I have adopted a multiple case approach which included nine cases of a class, including the teacher, pupils and their perceptions about speaking and listening. In order to address the research questions in this research I used observation, questionnaire and interview to collect my data. This approach enables me to consider both my own observations and the views of the participants. When I was designing this research I did not anticipate that all nine cases would come to fruition. However all of them completed successfully. Therefore this study included 9 cases with a huge data set of 36 lesson observation charts and notes, 790 pupil questionnaires, 10 teacher questionnaires, 9 transcribed group interviews with pupils and 10 transcribed interviews with teachers. The findings of this research indicates that despite the different educational systems in China and England both the teachers and children in Chinese and English schools shared similar beliefs about the learning and teaching of a foreign language, especially speaking and listening. However there were differences between their practice and there was more variation in practice between the English teachers and children than between the Chinese teachers and pupils. Most of the Chinese teachers taught in ways which were substantially similar, but the English teachers taught in very different ways. I believe my results show that this is related to the cultural and educational differences between the two countries, in terms of time, practices of teaching and expectations about pupil activity. Although both Chinese and English teachers demonstrated similar beliefs about modern foreign language teaching and learning, especially speaking and listening, their practices were very different. My findings also suggest that the changing of teachers’ pedagogy played a very important role in changing pupils’ beliefs and their learning outcomes. The case study approach of this research has revealed very different relationships between the beliefs and practices of each teacher and their impact on the children. This research has contributed to the under-researched area of the teaching and learning of speaking and listening in a modern foreign language by providing a thorough and holistic investigation of the teaching and learning of speaking and listening in a modern foreign language in Chinese and English secondary schools and is, as far as I can tell, the only research so far in this area.

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Yu, Bik-yin Rebecca, and 余碧妍. "Perceptions of discipline prefects towards their services: a qualitative study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31962105.

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Chan, Sau-chuen Jenny, and 陳秀川. "Wireless technology use in schools to support student learning." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B27741655.

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Yau, Chung-wan, and 丘頌云. "The relationship between principal leadership styles and the nature ofstaff appraisal activities in new aided secondary schools in HongKong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B38626925.

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33

Lee, Chi-kwong Paul, and 李志光. "A study of deputy heads' view on school-based in-service teacher educational needs: implications for the roleof professional tutors in Hong Kong secondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B3195649X.

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Yiu, Kit-man, and 姚傑文. "Environmental awareness and understanding: a comparison of students in two contrasting schools in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30257554.

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35

Tang, Ying. "Comparative Study of School and Science Teacher Technology Leaderships in High and Middle Schools in the United States and China." UNF Digital Commons, 2016. http://digitalcommons.unf.edu/etd/623.

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Researchers found that various schools took different technology leadership approaches and that school leadership practices were empirically associated with outcomes for teacher performance and student learning. To date, few studies systematically examined the salient aspects of school technology leadership (STL) and science teacher technology leadership (STTL), and the effects of country and grade-level on school and science teacher technology leaderships. A comprehensive technology leadership model was lacking for secondary school science education. Therefore, this research study focused on the status of school technology leadership, science teacher technology leadership, and their relationships and differences across country and grade. In this study, the specific school technology leadership practices and artifacts were investigated in eight schools in the U.S. and China and at both high and middle school levels. This study was completed using both quantitative and descriptive data from surveys, interviews, observations and artifact review. Meanwhile, in the study, school technology and science teachers’ technology leaderships were examined on the bases of their information and communication technology (ICT)-supported learning environment, ICT competence, ICT-enriched curriculum, and ICT-integrated instruction. Additionally, how school and science teacher technology leadership style differed across county and grade-level contexts was examined in this study. As a result, this study increased understanding of the nature and scope of school and science teacher technology leaderships and their differences across country and grade. This study provided school leaders, science teachers, and policy makers with important implications for the development of ICT-integrated education in the digital age.

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36

Lau, Hon-wah, and 劉漢華. "Factors that motivate teachers in government secondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B31956105.

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37

Fan, Chi-man Cliff, and 范志文. "The impact of school culture on the appraisal system: the case study of an aided secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37308713.

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38

Tung, Hong-tai, and 董康泰. "The impact of staff appraisal on school morale in some Hong Kong secondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956828.

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39

Mo, Kit-ling Pauline, and 毛潔玲. "Socio-economic status, schooling experience and academic performance: a study of students of low socio-economicstatus in six local schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B31208332.

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Ho, Sai-ming, and 何世明. "Job satisfaction of return-migrant teachers in secondary schools of Hong Kong: case studies of return-migrantteachers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31961630.

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Liu, Pak-lin, and 廖柏年. "An evaluative study of the performance appraisal system in government secondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31959027.

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Wong, Kwan-yu, and 黃均瑜. "Role conflict, role ambiguity, and work design: perceptions of heads of departments in Hong Kong aidedsecondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B31956191.

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Mak, Yiu-kwong, and 麥耀光. "School-based staff development: its policy formulation and implementation : a study of two secondary schools inHong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31958138.

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Kwok, Kan Diana, and 郭勤. "A qualitative study of Chinese male sexual minority students navigating heterosexism in Hong Kong secondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hdl.handle.net/10722/212639.

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This phenomenological qualitative study is informed by integrated theories including a social constructionist perspective on human sexuality, sexual identity development models, heterosexism with theoretical support of minority stress model and feminist theory. The aim was to uncover the lived experiences of 20 male sexual minority students navigating heterosexism in secondary schools, within the socio-cultural context of Hong Kong Chinese society. Due to the invisibility of sexual minority adolescents in Hong Kong, purposeful sampling was used to recruit informants who were having same-sex sexual attractions and/or sexual behaviors/sexual identity. Over the period 2008-2011, twenty male informants, aged 14 to 19 and currently enrolled in secondary schools, were recruited for in-depth interviews. In terms of community labels, these informants might be known as gay, bisexual, memBa, tongzhi, tongxinglian, and those who are still questioning their sexual identity. Parental consents were waived for informants under eighteen years old and alternative measures were carried out to safeguard confidentiality and their best interests. Qualitative data analyses via a software package NVivo yielded several overarching themes: 1) “exploring my sexuality in school”; 2) “feeling powerless over overt homophobia”; 3) “feeling alienated over heteronormative assumptions”; 4) “feeling oppressed over silencing”; 5) “angry over curriculum omission”; 6) “distressed with risk stories”; and 7) “empowered with stories of resilience”. The results suggest that with variations in their sexual identity developmental process, they defined and interpreted their sexualities with reference to the specific social cultural context of Hong Kong, especially linked to the Christian value, Chinese Confucianism and Western human rights concepts. In the process of exploring a stigmatized sexual identity within schools, the informants generally felt powerless, alienated, and oppressed when encountering psychological and cultural heterosexism, manifested through overt and subtle forms by individuals and the systems within the school context. In the process of navigating homophobia and heterosexism, informants shared both risk and resilience stories. The current findings will be helpful for those in the teaching and counseling professions. These professionals can also help raise public awareness of this group of students in order to eliminate the social stigma, prejudice, and discrimination that still plague sexual minorities. Recommendations are made for further research, education policy, professional training for teachers and counselors, and support services for sexual minority students.
published_or_final_version
Education
Doctoral
Doctor of Education

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45

Leung, Sau-kuen, and 梁秀娟. "Organizational climate in Hong Kong secondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31958801.

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Law, Tin-yan Emily, and 羅天欣. "Content teacher and student attitudes to the use and choice of medium of instruction in 3 secondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B27056703.

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Wei, Bing, and 魏冰. "A case study of curriculum change in China: the junior secondary school chemistry curriculum, 1978 to 2001." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B31244877.

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Ng, Yuen-yee Cordia, and 伍婉儀. "What makes a 'good language teacher'?: teachers' and students' perceptions of 'good language teachers' inHong Kong Secondary Schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B29758816.

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Hou, Nim-shan Nancy, and 侯念珊. "Shared responsibilities of families and schools: a case study of secondary schools teachers and parentsperceptions." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31958679.

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Ho, Choi-ling, and 何采玲. "A case study of the role of middle managers in organizational communication in a secondary school in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B48366183.

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While organizational communication in school management has become vital and complicated along with an increasing emphasis on collaboration and teamwork in lesson preparation and performances in local secondary schools, it largely lies on the capability and the role of middle managers such as department heads and committee heads, who constitute a layer of management between the senior management team and subordinate classroom teachers. Despite that effective communication can be seen as the foundation of modern organizations, there are very few local studies on how organizational communication among members of a school management organization in Hong Kong is carried out, particularly on the roles of middle managers in schools in the process of organizational communication. This study aimed to examine the functional roles of middle managers in a Band One Hong Kong secondary school in the process of organizational communication. The research was conducted on members from three sectors of the organizational hierarchy: senior managers, middle managers and non-administrative teachers, with reference to previous overseas and local studies in the area of organizational communication and the roles of middle managers. The study reported in this paper identified that middle managers generally appeared to fulfil three major functions, although which might not be seen as successful by other members, namely transmitting, bridging and buffering. Apart from these desirable functions of middle managers, it was found that there was another side of their function – some interviewed middle managers reflected that they were the sandwiching class in the school’s organizational communication process. Challenges and variables influencing their roles were summarised in this paper: the extent to which the nature and expectations of the role have been clearly and comprehensively defined, the structure of organizational communication, as well as middle managers’ perception and attitude. The findings of this study will help the school, and perhaps other local schools, to assess the communicating roles of middle managers and thus to enhance the communication flow within and beyond each organization branch. Moreover, the analysis of the study will provide the school with some groundwork for reviewing the organizational communication structure and offering relevant training for teaching members where applicable.
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Dissertations / Theses on the topic 'High schools – China'

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