香港教師的供求與培訓香港教師的供求與培訓

高國威

教育政策與行政系19-03-04

鳴謝：香港教育學院策劃及學務執處

Student population by level

100,000

150,000

200,000

250,000

300,000

350,000

400,000

450,000

500,000

550,000

1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002

Kindergarten Primary Secondary

No of permanent teachers in government, aided and private schools

-

2,000

4,000

6,000

8,000

10,000

12,000

14,000

16,000

18,000

20,000

22,000

24,000

26,000

1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002

Kindergarten Primary Secondary Special Schools

No of drop-out teachers by level

500

1,000

1,500

2,000

2,500

1989 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002

Kindergarten Primary Secondary

Wastage rate of teachers by level

0

5

10

15

20

25

1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002

Kindergarten Primary Secondary

(%)

Inflow/outflow of kindergarten teachers

-

500

1,000

1,500

2,000

2,500

1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002

Dropout Recruit

Inflow/outflow of primary school teachers

-

500

1,000

1,500

2,000

2,500

1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002

Dropout Recruit

Inflow/outflow of secondary school teachers

-

500

1,000

1,500

2,000

2,500

3,000

1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002

Dropout Recruit

香港中小學教師的需求

• 九十年代至今，學生人數穏定，但教師人數平穩增加

• 小學及中學各有二萬多教師• 新的教育政策，增加了學校對教師的需求

僱用的教師多於流失的數目• 橫向流動減少• 政策性的影響多於結構性的影響

教師行業的特徵

• 需求大量高教育水平人力，公營為主• 難以量度生產力，與其他同學歷職系掛鈎• 按學歷經驗，能力給薪• 多非專上教育畢業生首選課程 / 行業• 較多女性參與，愈來愈「女性」化；

中小學皆有增加的趨勢

• 吸引較穏定傾向的人入職•易入易出？易入難走？旋轉門？

• 不同科目、學歷、但同職級同酬• 由本地培訓（學歷和專業教育），到學歷多

元化（海外教育畢業生）• 邁向全學位及全受訓，教師學歷不斷提升

教師行業的特徵

三個層面的教師供求

• 社會 — 中、小、幼教師的需求和培訓• 學校 — 不同的學校條件、地區、學生質素等• 科目 — 課程改革、新科目、式微的科目

• 人力規劃 vs 市場機制• 人力規劃 — 保証有足夠的教師給本地學校聘

用以提供基礎教育• 政策控制：需求、入職要求、培訓模式

教師供應機制

• 吸引已受訓 / 合格教師入職（ Joining the Profession ）

• 吸引中 / 大學畢業生接受教師教育（ Taking Teacher education program ）

• 使入職教師繼續任教（ Retention of serving teachers ）

三個層面的教師供應

我的研究 —香港中學英語教師的繼續任教意願

Teacher quality (Subject, score, demographic)

Incentive(Salary and working conditions)

Retention/attrition(Length of reaching spells, wastage rate)

The studies on teacher retention

Conceptual Framework and Research Methodology

Teacher’s personal

characteristics (X1)

Retention tendency to teach

(Y)

Perception on working

conditions

(X3)

Perception on compensation

structure

(X2)

Table 6.1a

Demographics and background information of the respondents

64.1%

  Frequency Percentage

Gender Female 378 77.1% Male 112 22.9%Teaching experience ≤ 5 years 121 24.9% 6-10 years 120 24.7% 11-15 years 98 20.2% 16-20 years 75 15.5% >20 years 71 14.6%Teaching training Pre-service 192 40.0% In-service 230 47.9% Receiving training 44 9.2% No training 14 2.9%Academic Degree holder Local degree 271 61.2%background   Overseas degree 139 31.4%

  No degree 33 7.4%

  Major English 315 65.5%

Non-English 166 34.5%Professional development program Studying 176 36.4% Not studying 307 63.6%Marital status and children number Single 212 43.7% Married - No child 99 20.4% - 1-2 children 167 34.4% - Over 3 children 7 1.4%Marital status Single 212 43.7%

Married273 56.3%

Family status - Children With children 174 35.9%

Without children311

School type Government 31 6.3% Aided 438 89.4% Direct subsidized 21 4.3%Level of English taught Low level (S1-S3) 423 87.6%  Middle level (S4-S5) 287 59.4%

  High level (S6-S7) 138 28.6%

N=490

The English teachers in Hong Kong secondary schools

1 Female 77.1%

2 Single 43.7 %

3 Teaching experience mean 12 years

4 Teacher training 90 %

5 English major 65%

6 Degree holder 92.6 %

Graduate rank ( Around 17 % English teachers are at Non-graduate ranks)

76 %

7 Higher degree (including studying) 35 %

8 Taking professional development programmes

36%

9 Promoted Rank 23.8 %

Frequency Percentage

Higher degree Yes 118 26.6%

No 286 64.6%

Studying 39 8.8%

Teaching rank Promoted rank 116 23.8%

Basic rank 372 76.2%

N Min.

Max.

Mean S.D.

Teaching experience in no. of years 485 0 37 12.04 8.23

No. of schools taught 488 1 10 2.14 1.45

No. of English classes taught (outliers excluded) 474 1 7 2.65 0.90

Salary point (see Fig. 4.3) 425 12 44 25.99 7.87

Total no. of teaching periods per week 489 8 49 28.97 4.12

Total no. of English teaching periods per week

486 2 36 23.54 7.31

Table 6.1bThe distribution of the respondents by teaching experience and gender

Gender

Teaching Experience Female

% within Teaching Experienc

e Male

% within Teaching Experienc

e Total

<= 5 yrs 100 82.6% 21 17.4% 121 (24.9%)

6-10 yrs 99 82.5% 21 17.5% 120 (24.7%)

11-15 yrs 75 76.5% 23 23.5% 98 (20.2%)

16-20 yrs 51 68.0% 24 32.0% 75 (15.5%)

>20 yrs 48 67.6% 23 32.4% 71 (14.6%)

Total 373 76.9% 112 23.1% 485 (100.0%)

Academic background (local or overseas degree) of the

respondents by teaching experience

Table 6.1c

Academic qualification  

English Teachers with Local Degree Overseas Degree

Total

10 years or less teaching experience

168 81.2% 39 18.8% 207 (51.0%)

More than 10 years teaching experience

99 49.7% 100 50.3% 199 (49.0%)

Total 267 65.8% 139 34.2% 406 (100.0%)

Table 6.1dThe desirable and maximum class size and teaching load expected by English teachers of the sample in Hong Kong secondary schools

N Mean Mode S.D. Min. Max.

Actual no. of teaching periods per week 489 28.97 30 4.12 8 49

Actual no. of English teaching periods per week 486 23.54 27 7.31 2 36

Expected desirable English class size 488 20.67 20 4.25 10 40

Expected maximum English class size 480 27.66 30 5.03 10 42

Desirable No. of teaching periods per week 470 19.91 20 6.35 2 30

Table 6.1eNumber and percentage of the respondents of different teaching ranks by higher degree, major and gender

Teaching Rank

Basic rank Promoted Rank Total

Higher Degree** Yes 106 (67.95%) 50 (32.05%) 156 (100%)

No 230 (80.70%) 55 (19.30%) 285 (100%)

Total 336 (76.19%) 105 (23.81%) 441 (100%)

Major English 232 (74.12%) 81 (25.88%) 313 (100%)

Non-English 135 (81.33%) 31 (18.67%) 166 (100%)

Total 367 (76.62%) 112 (23.38%) 479 (100%)

Gender* Female 296 (78.51%) 81 (21.49%) 377 (100%)

Male 76 (68.47%) 35 (31.53%) 111 (100%)

Total 372 (76.23%) 116 (23.77%) 488 (100%)

* p < 0.05 By Chi-Square test** p < 0.01 By Chi-Square test

Table 6.2aThe respondents’ willingness to teach and teach English next year

Item Frequency Percentage

13 Willing to teach next year 100% willingness 351 71.6%

Not 100% willingness 139 28.4%

14 Willing to teach English next year 100% willingness 309 63.1%

Not 100% willingness 181 36.9%

N=490

Table 6.2bCross tabulation of respondents’ willingness to teach and willingness to teach English next year

Will 100% teach English next year

100% Not 100%

Total

Will 100% teach next year

100% 300 (61.2%) 51 (10.4%)

351 (71.6%)

Not 100% 9 (1.8%) 130 (26.5%)

139 (28.4%)

Total 309 (63.1%) 181 (36.9%)

490 (100.0%)

Table 6.2cThe respondents’ intention to change job because of same or higher salaries for other jobs relative to teaching

FrequencyPercentage

Will Change job 189 39.0%

Will Not Change job 295 61.0%

Total 484 100.0%

Table 6.3Chi-square tests of personal characteristics and retention tendency of the respondents

100% Not 100% N 2 df Sig.

Gender Female fo* 241 137 490 0.34 1 0.558

fe^ 238.37 139.63

Male fo 68 44

fe 70.63 41.37

Major** English fo 221 94 481 21.23 1 0.000

fe 197.78 117.22

Non-English fo 81 85

fe 104.22 61.78

Teacher training type Pre-service fo 119 73 480 6.76 3 0.080

fe 120.00 72.00

In-service fo 152 78

fe 143.75 86.25

Receiving Training fo 24 20

fe 27.50 16.50

No training fo 5 9

fe 8.75 5.25

Local Degree Yes fo 164 107 410 0.48 1 0.489

fe 167.23 103.77

No fo 89 50

fe 85.77 53.23

Higher Degree Yes fo 101 56 443 0.63 1 0.426

fe 97.11 59.89

No fo 173 113

fe 176.89 109.11

Marital Status* Single fo 121 91 485 6.28 1 0.012

fe 134.19 77.81

Married fo 186 87

fe 172.81 100.19

Family Status With Children fo 120 54 485 3.75 1 0.053

fe 110.14 63.86

Without Children fo 187 124

fe 196.86 114.14

Professional Development Yes fo 190 117 483 0.573 1 0.449

fe 193.9 113.1

No fo 115 61

fe 111.1 64.9

Teaching Rank Basic Rank fo 227 145 488 2.39 1 0.122

fe 234.02 137.98

Promoted Rank fo 80 36

fe 72.98 43.02

Graduate or Non-Graduate Rank

Graduate rank fo 229 137 488 0.07 1 0.787

fe 230.25 135.75

Non-graduate rank fo 78 44

fe 76.75 45.25

*fo = frequency observed^fe = frequency expected

* p < 0.05** p < 0.01

Table 6.6aThe respondents’ perception ratings on working conditions in Hong Kong secondary schools

Working conditions (Item 39)N Mean S.D.

a. Students behaviors disturbed my teaching (recoded) 489 3.02 1.223

b. Class size is reasonable for teaching 490 2.32 1.190

c. Resource support for English teaching is sufficient 490 2.67 0.989

d. Students are interested to learn English 489 1.85 0.835

e. Marking students' assignment load is appropriate 490 2.45 1.022

f. Congested staff room (recoded) 489 2.41 1.332

g. Students' English learning ability (recoded) 489 1.97 1.058

h. Non-teaching workload (recoded) 490 1.82 0.967

i. English benchmarking policy is beneficial 489 2.25 1.147

j. Absence of quality teaching team (recoded) 489 3.20 1.110

k. Insufficient school support (recoded) 489 2.82 1.057

l. Overall satisfaction with working conditions 490 2.97 0.939

Table 6.6bA comparison of the perceptions of the English teachers of 100% and not 100% retention tendency on the working conditions in Hong Kong secondary schools

100% Not 100%

Working Conditions: Mean S.D. Mean S.D. t df Sig.

a. Students behaviours disturbed my teaching (recoded)**

3.14 1.208 2.83 1.227 2.644 373 0.009

b. Class size is reasonable for teaching* 2.40 1.193 2.17 1.171 2.163 383 0.031

c. Resource support for English Teaching is sufficient*

2.74 0.995 2.54 0.969 2.215 385 0.027

d. Students are interested to learn English** 1.94 0.851 1.69 0.785 3.258 399 0.001

e. Marking students' assignment load is appropriate**

2.54 1.036 2.28 0.979 2.796 394 0.005

f. Congested staff room (recoded)** 2.54 1.329 2.19 1.312 2.844 381 0.005

g. Students' English Learning ability (recoded) 2.00 1.006 1.92 1.142 0.723 340 0.470

h. Non-teaching workload (recoded) 1.86 0.948 1.76 0.997 1.074 362 0.284

i. English benchmarking policy is beneficial 2.26 1.124 2.24 1.188 0.154 358 0.878

j. Without quality teaching team (recoded)** 3.32 1.080 2.99 1.133 3.143 360 0.002

k. Not enough school support (recoded)** 2.96 0.999 2.58 1.111 3.937 487 0.000

l. Overall satisfaction with working conditions** 3.13 0.938 2.70 0.882 5.063 396 0.000

N = 309 181

* p < 0.05** p < 0.01

Table 6.12Model 1 - Personal Model: Effects of personal characteristics on the retention tendency of English subject teachers in Hong Kong secondary schools

Independent variableUnstandardized coefficients Sig.

Gender -0.410 0.174

Major 1.322 0.000

Teaching experience -0.016 0.446

Taking Professional development programmes 0.643 0.033

Completed Pre-service training 1.534 0.094

Completed Inservice training 1.491 0.101

Receiving teacher training 1.036 0.298

Local degree -0.447 0.121

Higher degree 0.034 0.899

Teaching rank -0.039 0.910

Marital status -0.022 0.938

With children -0.035 0.922

Intercept= 6.696 R square= 0.107

Table 6.15Model 4: Effects of factors of compensation structure and working conditions on the retention tendency of English teachers in Hong Kong

Unstandardized coefficientsSig.

Current salary -0.032 0.842

Promotion prospects 0.009 0.946

Differential pay 0.209 0.070

Competencies pay 0.370 0.039

Teach load pay -0.410 0.000

Classroom teaching 0.463 0.007

Non-teaching school condition 0.036 0.788

School support 0.468 0.000

R Square = 0.111 Intercept = 5.306

Discussion

The supply of English teachers for the teaching occupation in Hong Kong

The supply and demand of English teachers

Is the teaching occupation attractive to English subject teachers in Hong Kong?

Effect of gender on the supply of English teachers

Effects of teaching experience and teaching ranks

The stayers in the English teaching occupation

8.3 Policy implications 1.The labour supply for teaching- professionally trained English teac

hersProviding teacher education programmes for aspiring English teachersIncreasing the retention tendency of non-English major teachersProfessional development programmes for less experienced teachers

2.Building up an incentive system for retaining teachersDifferential pay for teachers

Competencies pay for teachersPromotion prospects of English teachers

3.Improving the working conditions for teachersImprove the classroom teaching and School support for English teachers

4.Review and revision of compensation structure and salary schedules for teachersChange in teachers’ qualifications and competencies

值得關注的問題

一、教師分流培訓

二、教師教育在高教中的比例：

• 由以往文憑教師與位教師分流 改為小學、中學分流培訓

• 高中畢業生有多少會加入教師行業？• 大學畢業生有多少會加入教師行業？• FYFD 14,500 BED 700 PGDE(P) PGDE(S) AL 畢業生 30,000

值得關注的問題 三、教師行業的吸引性

四、課改、科目改變對需求的影響：

• 減薪會否減低教師行業的吸引性？• 二人一職？ 職級差異？ 工作條件？

• 個別科目需求下降• 教師再培訓以任教新的科目• 有些科目市場價值較高，易流失• 可否有酬報上的差異？