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Direct linkYin, Hongbiao; Keung, Chrysa Pui Chi; Tam, Winnie Wing Yi – Early Childhood Education Journal, 2022
This study examined kindergarten teachers' behavioural intentions to implement play-based learning and its relationship to two types of facilitating factors: organisational (i.e., instructional leadership and trust in colleagues) and individual (i.e., teacher self-efficacy). Structural equation modelling examining the direct and mediating effects…
Descriptors: Preschool Teachers, Kindergarten, Intention, Play
Keung, Chrysa Pui Chi; Yin, Hongbiao; Tam, Winnie Wing Yi; Chai, Ching Sing; Ng, Clement Ka Kit – Educational Management Administration & Leadership, 2020
This study examined the relationships between leadership practices, professional learning communities, teachers' efficacy beliefs and perceptions of whole-child development in the context of kindergarten education. A sample of 2120 teachers from 153 Hong Kong kindergartens participated in a questionnaire survey. The results showed that principals'…
Descriptors: Foreign Countries, Preschool Teachers, Kindergarten, Teacher Attitudes
Download full textLee, Frances Lai Mui; Tracey, Danielle; Barker, Katrina; Fan, Jesmond C. M.; Yeung, Alexander Seeshing – Australian Journal of Educational & Developmental Psychology, 2014
Despite attempts of educators and policy makers in promoting inclusive education through training and provision of extra resources, it remains unclear what is the most influential factor that may reduce teachers' resistance to and increase their advocacy of inclusive education. Teachers who have been trained in special education are usually…
Descriptors: Inclusion, Teacher Attitudes, Attitudes toward Disabilities, Special Education Teachers
Leung, Cynthia; Leung, Janet; Leung, Shirley; Karnilowicz, Wally – Psychology in the Schools, 2019
This pilot study used a quasiexperimental design to evaluate the Whole Inclusive School Empowerment (WISE) project providing educational psychology services to kindergartens to support students with diverse learning needs. There were eight intervention kindergartens that received WISE educational psychology services and eight control kindergartens…
Descriptors: Empowerment, Pilot Projects, Inclusion, Kindergarten
Bautista, Alfredo; Ho, Yan Lam – Australasian Journal of Early Childhood, 2021
Despite the urgent need to provide kindergarten teachers with professional development (PD) in music and movement, little is known about their needs, motivations, and preferences in this area. This interview study explores Hong Kong kindergarten teachers' prior music and movement educational experiences and their self-perceived usefulness of such…
Descriptors: Foreign Countries, Kindergarten, Preschool Teachers, Faculty Development
Hui, Anna N. N.; He, Mavis W. J.; Ye, Shengquan Sam – Educational Psychology, 2015
The present study aimed at assessing Hong Kong young children's gains in creativity and their teachers' application of arts education after a one-year artists-teachers collaborative arts education project that involves various art forms (i.e. drama, visual arts and integrated). Participants included 790 young children, 217 parents and 65 teachers…
Descriptors: Foreign Countries, Creativity, Art Education, Parent Attitudes
