Examination of Chinese homeroom teachers’ performance of professional school counselors’ activities

Shi, Qi; Leuwerke, Wade C.

doi:10.1007/s12564-010-9099-8

Cited by 12 publications

(3 citation statements)

References 11 publications

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“…This consistent and strong pattern might indicate that the clarity of school-wide rules and expectation are more highly valued and emphasized in the American schools compared with Chinese schools. This finding may also be due to the fact that behavior management and discipline in Chinese schools are often implemented and monitored at the classroom level by the designated homeroom teachers (Liu, 2001; Shi & Leuwerke, 2010). Thus, the rules about students’ behavioral expectations are also set up at the classroom level.…”

Section: Discussionmentioning

confidence: 99%

“…Considering the different school structures and disciplinary policies across the United States and China (Brand et al, 2003; Liu, 2001), we expected the perceptions of fairness of rules and clarity of expectations to be higher in the United States compared with China because Chinese schools are organized in a classroom level unlike the centralized school discipline in a school-level in the United States (Liu, 2001). Moreover, considering that school structures in both countries vary with grade levels (Shi & Leuwerke, 2010), the cross-country difference of overall school climate was expected to differ across grade levels with larger differences found in the middle and high school levels than elementary school given that the greater differences in school ecology that are present across countries at the secondary school level. In order to compare the latent mean differences of school climate, the measurement invariance of the DSCS-H across the American and Chinese parents was assessed, as a prerequisite for latent mean comparisons across countries.…”

Section: Cross-national Differences and Similarities Of Parental Perc...mentioning

confidence: 99%

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Parental perceptions of school climate in the United States and China: Advancing cross-country understanding.

Yang¹,

Chan²,

Chen³

et al. 2021

School Psychology

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To advance cross-country understanding of parental perceptions of school climate, this study examined the psychometric properties of the Delaware School Climate Survey–Home version (DSCS-H) and also compared the parental perception of school climate among Chinese (n = 999) and American (n = 1,251) parents. Confirmatory factor analyses revealed that the DSCS-H was best supported by a second-order factor model in both samples and full measurement invariance across countries was evident. Comparison of overall school climate latent means revealed that American parents from elementary schools perceived a more positive overall school climate than did Chinese parents. Conversely, Chinese parents of students in high school perceived a more positive overall school climate than the American parents. The latent-mean difference of parental perception of the overall school climate in middle schools across the United States and China was not significantly different. Finally, the latent mean differences in school climate subfactors varied across grade levels. Implications for using the DSCS-H for assessing and understanding the perception of school climate among parents from diverse cultural and linguistic backgrounds are discussed.

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Section: Discussionmentioning

confidence: 99%

Section: Cross-national Differences and Similarities Of Parental Perc...mentioning

confidence: 99%

Parental perceptions of school climate in the United States and China: Advancing cross-country understanding.

Yang¹,

Chan²,

Chen³

et al. 2021

School Psychology

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“…A similar search in the international literature for research works on the HRT role did not reveal any research work on the HRT role from an organizational perspective. We found only one research work that explored the HRT role in China from the guidance counselor's perspective (Shi and Leuwerke, 2010) as well as a few descriptive papers on the HRT role. According to these descriptive papers, the HRT roles most similar to the Israeli HRT role are in Japan (Rhodes, 1994), China (Liu and Barnhart, 1999) and Russia (Post, 2005).…”

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An organizational engagement model as a management tool for high school principals

Nutov

Hazzan

2014

Journal of Educational Administration

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Purpose – The purpose of this paper is to present an organizational engagement model that highlights the design process of the homeroom teacher (HRT) role in Israeli high schools. Design/methodology/approach – The model was constructed as a grounded theory during a qualitative research work conducted during 2007-2011. Findings – The model is based on Maslow's and Schein's frameworks of personal needs and organizational culture, respectively, as well as on the principal's role. Originality/value – The authors propose that the model contributes to the literature on organizational behavior and leadership in general and to the study of educational organizations in particular, in three ways: first, it stresses the principal's role in the design process of leadership roles; second, it deepens the understanding of the concept of engagement by examining it through a qualitative lens; and third, it suggests a hierarchical organizational engagement ladder for the HRT role.

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How do personal resources and homeroom teacher job demands influence teachers’ professional identity? A perspective based on the job demands‐resources model

Zhou,

et al. 2024

Psychology in the Schools

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Professional identity is essential for a qualified teacher; however, the imbalance between job resources and demands is a serious impediment to promoting teachers’ professional identity. Given that personal job resources (i.e., teachers’ socioemotional competence and psychological capital) and challenging job demands (homeroom/non‐homeroom teachers) are distinctive—but understudied—job characteristics, this study examines their role in fostering teachers’ professional identity, based on the Job Demands‐Resources (JD‐R) model. Data from 432 secondary school teachers in Henan Province, China were collected using the Chinese versions of the Teacher Socioemotional Competence Scale, Psychological Capital Scale, and Teacher Professional Identity Scale. The results showed that teachers’ socioemotional competence positively predicted their professional identity. The moderating mediator analysis showed that the mediating role of psychological capital and the moderating role of being a homeroom or non‐homeroom teacher contributed immensely to teachers’ professional identity. The identification of this moderated mediation model broadens our understanding of the JD‐R model by demonstrating the interplay between personal job resources and challenging job demands. This study also emphasizes the imperative for optimizing the balance between “demands” and “resources” to enhance teachers’ professional identity, and proposes effective interventions.

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Examination of Chinese homeroom teachers’ performance of professional school counselors’ activities

Cited by 12 publications

References 11 publications

Parental perceptions of school climate in the United States and China: Advancing cross-country understanding.

Parental perceptions of school climate in the United States and China: Advancing cross-country understanding.

An organizational engagement model as a management tool for high school principals

How do personal resources and homeroom teacher job demands influence teachers’ professional identity? A perspective based on the job demands‐resources model

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