Hue, Ming-Tak; (2001) A study of the relationship between school guidance and discipline in Hong Kong secondary schools. Doctoral thesis , Institute of Education, University of London.

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Abstract

ABSTRACT Hong Kong secondary schools are concerned with the difficulty in integrating both guidance and discipline into schooling for promoting students' welfare. The aim of this research is to explore what elements make such integration difficult in a school, and what factors make the relationship between school guidance and discipline different from school to school. Its context includes Hong Kong policy on secondary education and Chinese culture. The research began with a preliminary study: ten teachers and ten students from five Hong Kong secondary schools were recruited for interviews, which adopted the framework of the definition of situation, proposed by Stebbins (1967, 1969, 1975). The preliminary study aimed to investigate how the respondents defined the situation in which they participated, and to identify the relationship between guidance and discipline, in terms of two orientations: integrated and fragmented. This study showed that the strength of each orientation, and the relationship between the guidance and discipline teams varied among the five schools. After these findings, I went on to conduct the main study, which includes two casestudies of Schools B and E. It was ethnographic and descriptive, and used an organisational perspective to examine the elements which made the relationship between guidance and discipline different in the two schools at the three levels of the whole school, department, and classroom. Based on the ontology of interactionism and the social construction of reality, I, as a researcher, participated in the two schools for four months. Qualitative data were collected with the use of research methods, including participant observation, interviews, focus group interviews and textual analysis. Then the data were processed and analysed, as two bodies of data for Schools B and E, using a comparative analytical approach. The main study found that the arrangements for guidance and discipline at the levels of classroom and department were closely linked to organisational cultures and structure of the school. Then, the implications of these findings are given. Lastly, some appropriate recommendations for change are discussed.

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