es 3
3.3 Individual interviews 3
3.3.1 The general process of individual interviews 3
3.3.2 Skills in individual interviews 3
4. Research design 3
5. Data collection 3
6. Population and Sampling 3
7. Reliability and Validity 3
8. Advantages and disadvantages of the survey 3
CHAPTER FOUR FINDINGS AND ANALYSES 3
1. Policy documents of primary-school teachers’ training programme in SJD 3
1.1 The General Situation 3
1.2 Close reading of the documents 3
1.2.1 Teaching Staff Training Project for Tenth Five-year Period of EBOSJD (2002) 3
1.2.2 “Training Programs for Private Primary-School Teachers of Schools Enrolling Children Who Live with Their Peasant-working Parents in SJD” (2001) 3
1.2.3 Other Documents 3
1.3 Implementation performance of these Documents 3
2. Interview with related people 3
2.1 Interview with education administrators 3
2.2 Interview with main leaders of schools 3
2.3 Interview with primary-school teachers 3
3. Questionnaire 3
3.1 Investigation plans 3
3.1.1 Research purposes 3
3.1.2 Main points of the questionnaire 3
3.1.3 Procedures of the investigation 3
3.1.3.1 Choice of testees 3
3.1.3.2 Self-designed questionnaires were adopted as the tool 3
3.2 Results and analysis of the questionnaire 3
3.2.1 Basic construction of the questionnaire 3
3.2.1.1 Descriptions on investigation samples 3
3.2.1.2 Teachers’ education background 3
3.2.2 Investigation of current situation of teachers’ training programme 3
3.2.2.1 Investigation of desires and opportunities of teachers going for training 3
3.2.2.2 Investigation of training type teachers received 3
3.2.2.3 Investigation on training cost 3
3.2.2.4 Investigation on motives and aims of going for training 3
3.2.2.5 Investigation on the content, forms and satisfaction degree of the training 3
3.2.2.6 Investigation on the problems of the training 3
3.3 Summary 3
4. Summary and Analysis of the Investigation Results 3
4.1 The Effectiveness of Primary-School Teachers Training in SJD 3
4.2 The Deficiency Primary-School Teachers’ Training Policy in SJD 3
4.2.1 Deficiencies Related to the Education Bureau 3
4.2.2 Deficiencies Related to the Training Agencies 3
4.2.3 Deficiency Related to the Trainees: 3
CHAPTER FIVE DISCUSSIONS 3
1. Problems of Policy Implementation of primary-school teachers’ training 3
1.1 Mechanical Policy Implementation 3
1.2 Nominal Policy Implementation 3
1.3 Selective Policy Implementation 3
1.4 Inconsistent Policy Implementation 3
2. Reasons of poor implementation of primary-school teachers’ training policy 3
2.1 Policy deficiency 3
2.1.1 Unclear policy objectives 3
2.1.2 Policy resources shortage 3
2.1.3 Information channel block 3
2.2 The Problems of the Policy Organizations 3
2.2.1 The low quality of the implementers 3
2.2.2 The implementers are driven by different Interests 3
2.2.3 The lack of communication and coordination between implementing organizations 3
2.2.4 The lack of variety in implementation method and means 3
2.3 The Causes from the Policy Target Group 3
2.3.1 The overly large size of the target group and the excessive adjustment of the policy goals 3
2.3.2 The lack of identification of the target group with the policy&n
