An outlier study of multilevel self-management and school performance

An outlier study of multilevel self-management and school performance

• Cheung, Francis W. M. Hong Kong Institute of Education
• Cheng, Yin Cheong Hong Kong Institute of Education

School Effectiveness and School Improvement, 13(3), 253-290, 2002

Routledge

2002

• R Educational Policy & Administration
  • RE School Management, School-Parents Relationship

Academic Achievement Educational Improvement Foreign Countries Primary Education School Based Management Teacher Influence Hong Kong

• Hong Kong

• 1997.7 onwards

• Primary Education

The assumption that increased autonomy and responsibility at the school site-level will result in enhanced performance of schools is often problematic. Cheung and Cheng (1996) suggested that in order to ensure school effectiveness, self-management practices at the individual teacher, group, and school levels are necessary. This article reports the findings of a case study of multilevel self-management in 3 Hong Kong primary schools. It revealed that the practices of multilevel self-management were associated with enhanced school performance at multilevels. Further, teachers' self-management practices determined largely the success of the school's self-management and demonstrated significant influence on the practices of work groups and the school.
[Copyright of School Effectiveness and School Improvement is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1076/sesi.13.3.253.3428 ]

• English

Journal Articles

• 09243453

• 10.1076/sesi.13.3.253.3428

https://bibliography.lib.eduhk.hk/en/bibs/01dc8459

2010-09-06