The influence of classic Chinese philosophy of Confucianism, Taoism, and Legalism on classroom discipline in Hong Kong junior secondary schools

Abstract

Classroom discipline is one aspect of pastoral care. Hong Kong secondary teachers, as elsewhere, are concerned with students misbehaviour. This paper examines teachers constructs of classroom discipline and strategies adopted for behaviour management. Qualitative data were collected by interviews and classroom observation. Sixty teachers were involved. Eighteen classrooms were observed. The influence of classic Chinese philosophy of Confucianism, Taoism and Legalism, emerging as a main theme from the data, was prominent, as their key principles were incorporated into the teachers personal system of classroom discipline. The findings illuminate the influence of Chinese culture in Hong Kong classrooms. Implications for the promotion of culturally responsive classrooms and the development of educational policies on pastoral care are drawn.