Date of Award

1-1-2000

Degree Type

Thesis

Degree Name

Doctor of Philosophy

Faculty

Faculty of Community Services, Education and Social Sciences

First Advisor

Dr. John D. Woods

Second Advisor

A/Prof. Len King

Abstract

In order to have a better understanding or the Professional and Continuing Education in Hong Kong, the purpose of this research is to assess the job satisfaction or part-time English language teachers with respect to their work, pay, opportunities for promotion, supervision, and colleagues. The PCE departments in a total of six institutions with diversified characteristics, namely, Hong Kong University, Hong Kong Chinese University, Hong Kong Baptist University, Hong Kong Polytechnic University, City University of Hong Kong and Hong Kong Institute of Vocational Education were involved in the present study. The first part is a quantitative study adopting a cross-sectional survey. A modified version of the Job Descriptive Index questionnaire was employed to measure the variables. Of the 802 questionnaires sent to the above institutions, 264 questionnaires were returned, representing a response rate of 33%. The second part is the qualitative study in which 30 part-time teachers out of 264 returned questionnaires (11.4%) were selected by random sampling and interviewed to provide in-depth understanding of their experiences and development over the period. Internal consistency reliability (Cronbach's Alpha) was computed for each of five scales and all 74 in Part A of Section III to VJI as a whole on the sample. Convergent and discriminant validity were assessed by means of multitrait-multimethod analysis of the instruments. Among the five facets, part –time teachers were found to be most dissatisfied with their opportunities for transfer to full-time posts. However, they are rather satisfied with their supervision and colleagues. Consistent with most research findings, small to moderate correlations were observed between the facets of job satisfaction and 12 selected demographic variables. In general, older and more experienced teachers are more satisfied with their jobs. When group differences were tested using MANOVA, significant effects were obtained for age, teaching experience, and major teaching course. Results of the study supported the importance and need for increasing the supply of English language teachers. Institutions should provide more opportunity for transfer to full-time posts and promotions among teachers by refining the career ladder. This study has provided information useful tor guiding policies and practices in enhancing job satisfaction of part-time English language teachers. Based on the findings, some recommendations were made to promote job satisfaction and further studies on the issue were also discussed.

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