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Congratulations to Dr Chrysa Keung for her latest articles in Early Childhood Education Journal, Education 3-13, and Educational Management Administration & Leadership

2021-05-28

Congratulations to Dr Chrysa Keung, Assistant Professor in the Department of Education Policy and Leadership, EdUHK, for her latest articles "What Facilitates Kindergarten Teachers’ Intentions to Implement Play-Based Learning?" in Early Childhood Education Journal, "Developing a culturally based play inventory from the perspectives of Hong Kong parents and children: a content analysis method" in Education 3-13, and “Principal leadership practices, professional learning communities, and teacher commitment in Hong Kong kindergartens: A multilevel SEM analysis” in Educational Management Administration & Leadership.

What Facilitates Kindergarten Teachers’ Intentions to Implement Play-Based Learning?

Abstract:

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 was conducted on data collected from 542 Hong Kong kindergarten teachers. The results showed that principal instructional leadership was positively associated with teachers’ intentions to implement play-based learning directly and indirectly through trust in colleagues and teacher self-efficacy. Teachers with higher efficacious beliefs showed more active intentions to implement play-based learning. These findings highlight the importance of creating conducive organisational conditions and enhancing teacher self-efficacy for the implementation of play-based learning in kindergartens.

If you are interested in this topic, you may reach the article here:

https://link.springer.com/article/10.1007/s10643-021-01176-3

Developing a culturally based play inventory from the perspectives of Hong Kong parents and children: a content analysis method

Abstract:

Using a content analysis method, this study develops a culturally based inventory of play categories from parents and children reports and explores how such types of play varies in environment and time. A total of 171 parent–child dyads from 13 Hong Kong kindergartens participated in the study. Results reveal that play practices reported from Hong Kong parents and children are categorised into four types. Data from parents and children show that a high frequency of symbolic and sociodramatic play is arranged on weekdays, whereas place-specific activity is the most frequently arranged in weekends. The qualitative quotes from parent and children interviews share the consistent view which reflects symbolic and sociodramatic play as the most liked activities. However, findings exhibit the inconsistent view on the most wanted play activities. Implications of these findings and suggestions about parental involvement and play facilitation for children are discussed.

If you are interested in this topic, you may reach the article here:

https://www.tandfonline.com/doi/full/10.1080/03004279.2021.1915356

Principal leadership practices, professional learning communities, and teacher commitment in Hong Kong kindergartens: A multilevel SEM analysis

Abstract:

In response to the needs for kindergarten principals to foster teachers’ capacities and commitment, this study examined the relationships between professional learning communities, principal leadership practices, and teacher commitment to kindergartens among 2106 teachers from 153 Hong Kong kindergartens, analyzing by using multilevel structural equation modeling. The result showed that principal leadership practices facilitated the development of professional learning communities at school and teacher levels, and exerted a direct effect on teacher commitment at the teacher level. However, the mediating effects of different professional-learning-community components were found distinctive. Implications for leading kindergartens in the reform time are discussed.

If you are interested in this topic, you may reach the article here:

https://journals.sagepub.com/doi/full/10.1177/17411432211015227