School Guidance Focus: A Hong Kong Study

Abstract

School guidance focus: a Hong Kong Study

As schools worldwide pay more attention to pastoral care and pupil guidance research into guidance focus as a school factor and ways of assessing it are still undeveloped. The study reported here aimed at identifying the guidance focus (remedial, preventive or developmental) adopted in Hong Kong secondary schools. In the absence of previous studies, it was necessary to establish criteria of identification. Constructs of guidance were first identified using Kelly's Repertory Grid. This was followed by a questionnaire survey of guidance practices. The findings indicated that case work and developmental group work were useful indicators. The criteria established for assessing schools' guidance focus were the amount of time spent by the school guidance team and the priority they assigned to each indicator. The findings also revealed conceptual and methodological problems in determining school guidance focus and in categorising schools accordingly, thus opening up other areas of research. While specific to Hong Kong secondary schools, the method is reported for its relevance to other school settings.