Teaching in Hong Kong: Professionalization, accountability and the state

Paul James Thomas Francis MORRIS

Research output: Contribution to journalArticlespeer-review

31 Citations (Scopus)


This article traces the processes for encouraging and/or ensuring the accountability of teachers in Hong Kong. It is argued that, if examined historically, the nature of teacher accountability has been determined by the government, whose approach has been ambivalent and paradoxical. Up until the mid-1980s, through inertia and non-decisions, the low level of professionalization of teaching was reinforced. Subsequently, from the late 1980s onwards, the government resisted and diluted attempts by the professional community to regulate itself. Most recently it has sought to introduce systems to allow the government to scrutinize teachers in an ostensible attempt to promote the level of teacher professionalism, whilst at the same time attempted to maintain the low status of the main institution dedicated to teacher education. These are analysed in terms of the differences between professionalism and professionalization, the government's own legitimacy and the changing political context. Copyright © 2004 Taylor & Francis Group, an informa business.
Original languageEnglish
Pages (from-to)105-121
JournalResearch Papers in Education
Issue number1
Publication statusPublished - Mar 2004


Morris, P. (2004). Teaching in Hong Kong: Professionalization, accountability and the state. Research Papers in Education, 19(1), 105-121.


  • Accountability
  • Hong Kong
  • Professionalism
  • Professionalization
  • Scrutiny
  • Teaching


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