Presentation Schedule
Bridging Guidance and Regulation: Understanding Hong Kong Mentor Teachers’ Dual Responsibilities in the Context of Accountability (109480)
Session Chair: Jocelyn L. N. Wong
This presentation will be live-streamed via Zoom (Online Access)
Friday, 19 June 2026 13:20
Session: Session 2
Room: Live-Stream Room 1
Presentation Type:Live-Stream Presentation
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Accountability measures have increasingly shaped the educational landscape, including school‑based mentoring practices. Teacher mentors now face the challenge of supporting mentees while simultaneously addressing school development needs and fulfilling mandated performance indicators imposed on schools. As a result, mentors juggle a dual role: acting as teacher educators who nurture professional growth, and as supervisory figures who carry out administrative and compliance‑driven responsibilities. Despite this complexity, mentoring research has paid relatively little attention to how accountability regimes influence the work of mentor teachers. Addressing this research gap, this qualitative study investigates: (1) What challenges do teacher mentors encounter within a culture of performativity? and (2) How do mentors, if at all, negotiate the balance between mandated requirements and the learning needs of their mentees? The study draws on semi‑structured interviews with 35 teacher mentors from primary and secondary schools in Hong Kong, where school‑based mentoring has become institutionalised. The analysis adopts three layers of internal accountability as the conceptual lens. First, mentoring content increasingly prioritises improving mentees’ teaching to enhance school competitiveness, particularly in contexts facing school culling. Second, documenting mentoring activities has become more common as evidence for meeting performance indicators. Third, the shift from informal arrangements toward a systematic, whole‑school mentoring approach embeds mentoring within collective school responsibility. Lastly, some mentors appear to place greater emphasis on technical supervision than on their facilitative role, signalling a shift in professional identity under accountability pressures.
Authors:
Jocelyn L. N. Wong, The Chinese University of Hong Kong, Hong Kong
About the Presenter(s)
Dr. Jocelyn Wong is currently an Associate Professor of Department of Educational Administration and Policy, Faculty of Education, The Chinese University of Hong Kong.
See this presentation on the full schedule – Friday Schedule
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