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Findings suggest that the school principals and the novices both had similar perceptions regarding the satisfactory performance of the novices, although the novices tended to rate their own performance at a higher range than the school principals did. Moreover, the principals considered teacher competence items to be more important than that of the perceived performance of the novices. Drawing on the findings, a number of teacher competence items in which novices need to improve is revealed, including that of classroom management and assessing students’ learning. The paper concludes with a discussion of four dimensions of the educational significance of the study.  \nKey Words: teacher competence, novice teacher, school principal  \nWith the introduction of new education innovations and reforms, there are new demands on teacher competence. Teachers and school principals may have changing perceptions of the notion of teacher competence which may or may not match each other’s expectations. This paper will look into the notion of teacher competence and compare the perceptions of the novice teachers and their school principals.  \nTeacher Competence  \nIn 2001, the Hong Kong SAR Government launched an education reform comprising directions for changes within the school curriculum (Curriculum Development Council, 2001)  \nMay May-hung Cheng, Senior Lecturer, Department of Science, the Hong Kong Institute of Education,  \nWing-ming Cheung, Deputy Secretary General, the Hong Kong Examinations and Assessment Authority. Dr. Cheung was Registrar at the Hong Kong Institute of Education when this study was conducted. Correspondence concerning this article should be addressed to Department of Science, the Hong Kong Institute of Education, 10 Lo Ping Road, Tai Po, Hong Kong SAR, China. Electronic mail may be sent [to maycheng@ied.edu.hk](to maycheng@ied.edu.hk)  \nand hence within teaching during the ensuing ten years. In order to meet the new demands ofthe reform, there is growing concern regarding the competence of novice teachers and the quality of teacher education programmes. There have been a number of studies in Hong Kong which have looked into issues relating to the competence of teachers. For example, Siu and Lo (1987) described the perceptions of a good teacher from the viewpoint of school principals, parents, teachers and pupils. Chan, Chan, Ngan and Yeung (1992) and Cheng (1994) researched teachers’ self-concept and their locus of control respectively. However, these studies merely provided descriptions ofthe generic characteristics of a good teacher or explained the relationship between the characteristics of a teacher and their attitudes to teaching. Awareness of the competence of novice teachers in Hong Kong schools was highlighted when Cooke and Pang (1990) described the problems facing such individuals and suggested that the first year of teaching is indeed a crucial and difficult one. It is, therefore, important that more understanding is gained concerning the competence of graduates of local initial teacher education progammes, so that teacher educators can better assess the impact of their programmes. Studies involving novice teachers may also help to bridge the knowledge gap  \nbetween newly qualified and experienced teachers and demonstrate the importance of continuing professional development.  \nA study comparing the perceptions of the school principals and the novice teachers on the competence of novice teachers is mea","cbCaiiDVH3FvhGL2","https://ap.wps.com/l/cbCaiiDVH3FvhGL2","pdf",107815,12,"English","# Introduction\n## Teacher competence and reform demands\n# Literature and Rationale\n## Previous Hong Kong studies\n## Biases and unrealistic optimism\n# Study Design and Framework\n## Areas of teacher development\n# Findings and Educational Significance","[{\"question\":\"What is the main focus of this study?\",\"answer\":\"The study compares how school principals and novice teachers perceive the competence of newly qualified teachers.\"},{\"question\":\"How do principals and novice teachers differ in their perceptions?\",\"answer\":\"Both groups show similar views on satisfactory performance, but novices tend to rate their own performance higher than principals do. Principals also consider teacher competence items more important than novices’ perceived performance.\"},{\"question\":\"Which teacher competence areas are identified as needing improvement?\",\"answer\":\"The paper highlights competence items where novices need improvement, including classroom management and assessing students’ learning.\"}]","Comparing Perceptions - the Competence of Novice Teachers and the Expectations of School Principals | PDF",1792073834]