Primary school teachers' perceptions of school children coping with changing family situations-a hybrid Hong Kong experience

Yuk Yee Pattie LUK-FONG

Research output: Contribution to journalArticles

3 Citations (Scopus)

Abstract

The personal beliefs of teachers and the cultural traditions of society can have significant effects on the adjustment of children in changing family situations. This paper explores primary school teachers’ perception of children coping with difficult family situations and family changes in the hybrid context of Hong Kong, where Westernization meets with Chinese culture. A qualitative case study methodology was used. Thirty one teachers of different ages, experience, and roles at school were interviewed. The finding shows that teachers were on the whole quite traditional in their perception of children in difficult family situations despite the co-existence of modern ideas of marriage with traditional family values. Implications of the study for teacher education are discussed. Copyright © 2006 Springer.
Original languageEnglish
Pages (from-to)425-441
JournalSocial Psychology of Education
Volume9
Issue number4
DOIs
Publication statusPublished - Nov 2006

Citation

Luk-Fong, P. Y. Y. (2006). Primary school teachers' perceptions of school children coping with changing family situations-a hybrid Hong Kong experience. Social Psychology of Education, 9(4), 425-441.

Keywords

  • Hybrid
  • Primary school childrens’ coping
  • Primary school teachers’ perceptions
  • Culture
  • Family changes and family situations

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