Being a teacher is often thought of as an emotionally fulfilling job, with many positive experiences in watching students grow and mature. However, as Tsang's research shows, there are plenty of negative emotional experiences in this line of work as well. Given the recent attention towards mental health and well-being, this book addresses these negative experiences and provides recommendations for dealing with them. Focusing on teachers in Hong Kong, Tsang investigates the social mechanisms that arouse such negative emotional experiences, otherwise known as caam2. He asserts that these feelings are socially constructed, and it is only by understanding the causes and feelings can we begin to improve teachers' emotional well-being and teaching quality. Using a theoretical framework based on a critical review and synthesis of five existing perspectives, including labor process perspective, school administration perspective, emotional labor perspective, social interaction perspective, and teacher identity perspective, Tsang does precisely that, exploring the social process of these emotional experiences and the interplay between teacher agency and social structure. These findings go a long way in ameliorating teacher experiences all over the world.

This book shares young scholars' (current PhD students and those who completed their PhD between 2010 and 2015) experiences with conducting qualitative social research. Intended as a guide for newcomers to the field, it focuses on the practical issues encountered by qualitative researchers rather than methodological discussions. Accordingly, it addresses a range of representative issues in the qualitative research process - namely research design, data access, data collection, and data analysis - and covers a variety of social sciences topics.

Research Paper from the year 2014 in the subject Psychology - Social Psychology, language: English, abstract: The existing literature does not effectively explain the process of ingratiation. Thus, the purpose of this study is to understand the process with social exchange theory. Using an online questionnaire survey, this study interviewed 113 participants from Hong Kong and investigated how ingratiation affects interpersonal relation through the enhancement of interpersonal attraction, exchange of renqing and exchange of mianzi. The results showed that the participants may ingratiate others with five tactics, including self-presentation, conformity, favor-rendering, other-enhancement and modesty. The results also proposed three possible processes of ingratiation: (1) favor-rendering induces exchange of renqing, but exchange of renqing does not impact on interpersonal attraction; (2) all the ingratiation tactics except modesty promote exchange of mianzi, but exchange of mianzi has not influences to interpersonal relation; (3) self-presentation and favor-rendering enhance interpersonal attraction and in turn improve interpersonal relation. It is also suggested that if ingratiation can enhance interpersonal attraction, it will have greater contributions to interpersonal relation.

Master's Thesis from the year 2009 in the subject Pedagogy - The Teacher, Educational Leadership, grade: A, language: English, abstract: In this study, the relationship between collective teacher effectiveness and school improvement oriented culture is investigated through the case of ABC Secondary School. Collective teacher effectiveness is conceptualized with both the model of total teacher effectiveness and the model of continuous learning. Collective teacher effectiveness is regarded as the primary goal the school strives to attain. On the other hand, school improvement oriented culture, which consists of an emphasis on learning, collegiality and collaboration, is regarded as the value system of the school. Moreover, the theoretical framework of this study includes characteristics of teachers (gender, age, and full-time teaching experience) and the practices of academic divisions (the frequency and contents of formal meetings, the encouraged activities, and the opportunities to participate in the decision-making process). The research findings support the conceptions of collective teacher effectiveness and school improvement oriented culture. The results show that school improvement oriented culture, in general, caused collective teacher effectiveness directly and indirectly. Particularly, each cultural element had different influential powers to collective teacher effectiveness, competence and performance. As a result, a general model and three sub-models of collective teacher effectiveness for ABC Secondary School were constructed. These findings also question the mechanism of goal-attainment proposed by the theory of social system and provide us with a way to revise the current model of total teacher effectiveness. The recommendations to ABC Secondary School, the limitations of this study and the suggestions for further research are also discussed in this report.