Skip to main content

Teacher receptivity to curriculum change in the implementation stage: the case of environmental education in Hong Kong

Buy Article:

$47.00 plus tax (Refund Policy)

This study examines teacher receptivity to the curriculum change embodied in the new environmental education guidelines in Hong Kong. A questionnaire survey, based on a 'receptivity to change' instrument, was distributed and case studies conducted. The analyses revealed that such variables as the perceived non-monetary cost-benefit of implementing the guidelines, perceived practicality, perceived school and other support, and issues of concern were predictors for teachers' behavioural intentions towards promoting environmental education. The qualitative part of the research also found that, in addition to the factor of perceived non-monetary costbenefit, the dominance of organizational factors may work to shape teachers' receptivity to environmental education.
No Reference information available - sign in for access.
No Citation information available - sign in for access.
No Supplementary Data.
No Data/Media
No Metrics

Document Type: Research Article

Publication date: 2000-01-01

More about this publication?
  • Access Key
  • Free content
  • Partial Free content
  • New content
  • Open access content
  • Partial Open access content
  • Subscribed content
  • Partial Subscribed content
  • Free trial content
Cookie Policy
Cookie Policy
Ingenta Connect website makes use of cookies so as to keep track of data that you have filled in. I am Happy with this Find out more