The role of teachers in youth development: reflections of students

Daniel T.L. Shek; Florence K.Y. Wu

doi:10.1515/ijdhd-2014-0344

Article

The role of teachers in youth development: reflections of students

Daniel T.L. Shek and Florence K.Y. Wu

Published/Copyright: July 19, 2014

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From the journal International Journal on Disability and Human Development Volume 13 Issue 4

Abstract

The purpose of this study was to examine the students’ reflections on a subject on leadership and intrapersonal development at The Hong Kong Polytechnic University. Based on 66 personal reflections collected, the data were analyzed using the “framework analysis” methodology. The respondents generally showed positive attitudes toward the subject and the lecturers, and they perceived that the subject promoted their overall development in different domains. With particular reference to their reflections on the instructors teaching the subject, several emerging themes were identified, including (a) caring and supportive attitude, (b) professional pedagogical arrangements and (c) personal engagements and connections. Exemplars are presented in this paper to support the conclusions. The findings are in line with previous research that teachers play an important role in positive youth development programs.

Keywords: Chinese; intrapersonal development; leadership; qualitative evaluation; university students

Corresponding author: Daniel T.L. Shek, PhD, FHKPS, BBS, SBS, JP, Chair Professor of Applied Social Sciences, The Hong Kong Polytechnic University, Room HJ407, Core H, Hung Hom, Hong Kong, P.R. China, E-mail: daniel.shek@polyu.edu.hk; Department of Applied Social Sciences, The Hong Kong Polytechnic University, Hong Kong, P.R. China; Centre for Innovative Programmes for Adolescents and Families, The Hong Kong Polytechnic University, Hong Kong, P.R. China; Kiang Wu Nursing College of Macau, Macau, P.R. China; Department of Social Work, East China Normal University, Shanghai, P.R. China; Division of Adolescent Medicine, Department of Pediatrics, Kentucky Children’s Hospital, University of Kentucky College of Medicine, Lexington, KY, USA

Acknowledgments

The authorship of this paper is equally shared by the first author and the second author. This work and the subject “Tomorrow’s Leaders” are financially supported by The Hong Kong Polytechnic University.

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Received: 2013-8-15

Accepted: 2013-9-11

Published Online: 2014-7-19

Published in Print: 2014-11-1

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Articles in the same Issue

https://doi.org/10.1515/ijdhd-2014-0344

Keywords for this article

Chinese; intrapersonal development; leadership; qualitative evaluation; university students