Education on law-abidance leadership: Does face-to-face teaching matter?


Authors: Daniel TL Shek, Chingchit Chau, Betty Mok, Yammy Chak, Ngasum Cheng, Veronica Shek, Pecky Li, and Zoe Xiao
Page Range: 89-102
Published in: International Journal of Chile Health and Human Development, 16#1 (2023)
ISSN: 1939-5965

Table of Contents


To promote law abidance in university students, we have launched a 3-hour law abidance leadership education program since 2021/22 academic year. To understand teachers’ perceptions of the program, we have conducted qualitative evaluation of the programs delivered via a hybrid mode and online mode in 2021/22 academic year. As the program was delivered via a face-to-face mode in the first semester of 2022/23 academic year, we invited the teachers (N=9) to describe and share their teaching experience. Several observations can be highlighted from the results. First, teachers prepared the lecture using different strategies, and previous teaching experience was helpful. Second, the teaching experience of the teachers was generally positive, although they also experienced some challenges. Third, while the responses of most students were generally positive, some students showed negative behavior. Fourth, teachers generally agreed that the teaching promoted their professional teaching and well-being. The participants also had positive reflections about their teaching. These findings are generally consistent with the research findings presented previously, suggesting that law abidance leadership is beneficial to students and teachers.

Keywords: Qualitative study, teacher evaluation, Hong Kong National Security Law, law-abidance leadership, replication, Hong Kong

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