Social Science Today

Social Science Today

ISSN: 2368-7169 (Print)    ISSN: 2368-7177 (Online)

Volume 1 (2014), No. 1, Pages 37-43

DOI: 10.12735/sst.v1i1p37

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The Incentives to Enhance Teachers' Teaching Profession: An Empirical Study in Hong Kong Primary Schools

Hon Keung Yau1  Alison Lai Fong Cheng2 

1City University of Hong Kong, Hong Kong
2Independent researcher, Hong Kong

URL: http://dx.doi.org/10.12735/sst.v1i1p37

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Abstract

This purpose of this study is to investigate the incentives to enhance primary teachers’ teaching profession in Hong Kong. The survey technique was employed and 460 questionnaires were collected. The findings showed that ‘asking teachers to get certifiedand get CPD’, ‘financial incentives’, ‘teachers’ subsequent career progression’ ‘initial teacher training, ‘teachers on-the-job training and support’, and ‘sufficient time to teachers to prepare their knowledge and skills’were the most useful incentives to remain primary teachers in teaching profession. The findings also showed that ‘school resources’, ‘principal leadership’ and ‘tending to be employed “close to home” were the least useful incentives to remain primary teachers in teaching profession.

Keywords: teaching profession, teacher training, incentives, career, Hong Kong

To Cite this Article: Yau, H. K., & Cheng, A. L. F. (2014). The incentives to enhance teachers' teaching profession: An empirical study in Hong Kong primary schools. Social Science Today, 1(1), 37-43. http://dx.doi.org/10.12735/sst.v1i1p37

Copyright © Hon Keung Yau & Alison Lai Fong Cheng

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This article is published under license to Science and Education Centre of North America. This is an Open Access article distributed under the terms of the Creative Commons Attribution 4.0 International License.

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The Incentives to Enhance Teachers' Teaching Profession: An Empirical Study in Hong Kong Primary Schools
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