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ERIC Number: EJ780815
Record Type: Journal
Publication Date: 2007-Nov
Pages: 13
Abstractor: Author
Reference Count: 39
ISSN: ISSN-0034-5237
Emergence of Confucianism from Teachers' Definitions of Guidance and Discipline in Hong Kong Secondary Schools
Hue, Ming-Tak
Research in Education, v78 p21-33 Nov 2007
Teachers in Hong Kong, as elsewhere, are concerned with students' misbehaviour. In secondary schools two teams of teachers, a guidance team and a discipline team, deal with it. This article examines how teachers make sense of their caring work and strategies for behaviour management. Taking an interactionist perspective, the framework suggested by Stebbin (1969, 1975) was adopted for exploring how teachers defined the situation in which they participated. Qualitative data were collected using interviews and classroom observation. Sixty teachers were interviewed. Eighteen classrooms were observed. The influence of the Chinese philosophy of Confucianism, emerging as a main theme from the data, was prominent, as its key principles were incorporated into the teachers' personal system of caring. The findings illuminate the influence of Chinese culture in Hong Kong schools. Implications are drawn for the promotion of culturally responsive programmes of pastoral care.
Manchester University Press. Available from: Marston Book Services Ltd. P.O. Box 269, Abingdon, Oxfordshire, OX14 4YN, UK. Tel: +44-1234-465500; Fax: +44-1235-465556; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hong Kong