Project Details

Secondary Teachers’work, identities and work-life interface in Confucian heritage and Western societies

This research examines the interplay of the “global” and the “local” in the problematic of teacher stress by comparing secondary school teachers’ work, identities and work-life interface under globalised neo-liberal pressures of performativity, accountability and standards in schools in three Confucian Chinese cultural heritage settings: Hong Kong, PRC and Australia. This study uses an interpretative ethnographic methodology in which narratives play a significant part to allow for analysis of the complexity of identities and workplaces within the same conceptual frame. Critical discourse analysis will also be used to analyze neo-liberal global order of “new capitalism” and Chinese Confucian heritages discourses in “family”, “teachers’ work” and “Confucian self and cardinal relationships”. Two generations of teachers, in four groups of: Hong Kong Chinese, PRC: Fujian Province, Chinese Australian and Anglo-Celtic Australian, equally divided between the two genders, totaling 96 teachers will be interviewed in-depth both individually and in groups. This data set allows for investigating how diverse settings provide different resources and constraints to teachers with different mixes of cultural heritage, as they negotiate work-life interfaces. Understanding how teachers can better resolve issues of stress can enhance educational outcomes, teaching satisfaction, and attract newcomers to the teaching profession

Commencement Date : 2010/8
Completion Date : 2011/11
Chief Investigator(s) : CHOI PIK LIN, JOCELYN 蔡碧蓮 #
Co-Investigator(s) : LUK-FONG YUK YEE, PATTIE 陸方鈺儀 #
Brennan, Marie *
Dr CHAN, Kit Wa Anita 陳潔華 [SSC]
Lin, Zheng *
Zipin, Lew *

*Investigator from an outside institution/organization
#Investigator who had served in EdUHK

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