Vice-principals' role and their relationship with principals are of paramount importance in shaping the effectiveness of school management, particularly after the implementation of school-based management (SBM) worldwide. This paper reports primarily on prior studies on the vice-principalship and suggests a framework to help explain the different working relationships between principals and vice-principals. The framework is a matrix based on three dimensions, namely status, roles and management tasks. The framework was then examined through an illustrative case study. What emerged was that the framework provides a powerful means to explain the different combinations of relationship between principals and vice-principals.
[Copyright of School Leadership & Management is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/13632430902775558]

背景：香港特區政府在二零零四年通過立法，要求辦學團體設立獨立和有廣泛代表性的法團校董會去管理資助學校。
目的：本文探討校本條例立法過程中各方人士的關注及辯論的本質，亦分析改革的特性，並將這次改革與香港早期的「校本管理」和一些西方國家的「校本管理」作出比較，最後本文討論改革對香港學校教育的影響。
論點／評論／建議：各方人士對是次立法的關注包括「學校控制權」、「持分者的參與模式」和「推行障礙」；是次改革與香港早期的「校本管理」分別強調學校的問責性及效能；立法帶來辦學團體與校董會間關係的重組，並引入類似「均等操控」的學校管治方式；辦學團體對學校的控制明顯被削弱，其它持分者的影響會增加；作者認為通過改革，香港政府並沒有如一些西方國家般明顯下放教育的權力，相反地，它取得更多對本地教育系統的控制。
總結：校本條例立法辯論的重點是「誰應控制學校」，條例引入了類似「均等操控」的學校管治方式，辦學團體在香港教育系統中的地位明顯被削弱。
Background: Hong Kong SAR Government, via the legislation in 2004, required school sponsoring bodies to set up indepedentand widely represented Incorporated Management Committees to manage subsidized schools.
Aims: This paper examined the concerns of various actors and the nature of debate during the legislation of the School-based Bill. It analyzed the characteristics of reform and compared it with the early form of School-based Management (SBM) in Hong Kong and also with the SBMs introduced in some Western countries. Lastly, this paper discussed the influences of the reform on local school education.
Arguments/comments/suggestions: The concerns of various actos over the legislation were found to include "the control of school", "the mode of participation of various stakeholders" and "barriers to implementation". The current reform and early reform of SBM in Hong Kong stressed upon school accountability and school effectiveness respectively. The legislation led to the restructuring of the relationship between the school sponsoring body and the school management committee. It has introduced a mode of school governanace similar to "Equal Control". As a result, the control of the school sponsoring body over schools would be significantly reduced and the influences of other stakeholders upon schools would increase. It was argued that by introducing the reform, the Government, unlike those of some western countries, did not decentralize its power in school education, but instead assumed increased control in the local education

Background: Teacher Participation in decision-making is one of the recommendations of school-based management and one of the key characteristics of an effective school. Although teacher participation in decision making is claimed to be correlated with their affective outcome, few researchers have been attempted to verify the predictive effectiveness of participation in different decision domains under a multi-dimensional participatory model on their affective outcomes. This study intends to identify an empirical participatory model ought to help school administrators involve teachers in appropriate decisions for improving teachers' affective outcomes, which result in quality decision-making.
Aims: To examine theoretically the causal relationship between teacher participation in decision-making and their affective outcome for developing a participatory decision model, and identify the decision domains that would assist school administrators to effectively involve teachers in decision-making under the school-based management policy.
Sample: Questionnaires were sent to 20 secondary schools in Hong Kong. A total of 335 teacher-completed questionnaires were collected from all the target schools.
Methods: Theoretical model and questionnaires were constructed by synthesizing theories from literatures, principal axis factor analysis and reliability test were used to validate the constructed validity and reliability of the questionnaires. Structural equation modeling was applied to validate the participatory model and estimate the correlation among the variables.
Results: The results showed that a multi-dimensional decision was identified by the structural equation modeling, the relationship among the variables of the model were also explored. The three dimensional decision model includes instructional, curriculum and managerial domains; and the variables of the affective outcome include job satisfaction, job commitment and perception of workload. All

Hong Kong adopted the principles of School-based Management (SBM) as a basis for initiating its project of "School Management Initiative" (SMI) in 1991, and imposed the SBM scheme in all primary and secondary schools in 2000. An essential feature of the scheme is the requirement of all schools to produce an Annual School Plan to guide its activities during the year so as to ensure more systematic planning and evaluation of programs of activities in schools and to report their performance. The author has been invited to provide related consultancy services in many primary and secondary schools since 1998. A postal survey was carried out in late 2001/2002 to identify a number of issues related to the implementation of annual school plans in Hong Kong primary and secondary schools. A total of 1,251 questionnaires filled in by teachers were collected from 36 primary and 27 secondary schools. This paper presents some of the difficulties encountered by school teachers in their writing up and implementation of annual school plans as identified through the author's consultancy work and the written responses in the questionnaires, and describes some useful techniques introduced to schools that were being practised and found to be useful. It was found that it usually takes one planning cycle (one year) of experience together with proper staff training and guidance before school teachers really get the confidence of implementing school planning.
一九九一年，香港按「校本管理」原則推行「學校管理計劃」。「校本管理」概念更於二○○○年在各中小學全面執行。「校本管理」精髓在於要求所有學校制定周年計劃書，以釐定學校在該學年所舉辦的活動，確保校內各項活動及計劃的策劃及評估工作均能有條不紊地進行，並就其表現作出匯報。
作者自一九九八年起獲邀出任多間中小學之校本管理計劃顧問。並於二○○一年底至二○○二年間，以郵寄方式向香港各中小學教師進行問卷調查，以探討推行學校周年計劃所引起的一些問題，最後成功收回三十六間小學及二十七間中學教師所交回共1,251 份問卷。作者從顧問工作及問卷調查所收取的書面回應中發現，教師在草擬周年計劃書及推行有關計劃時均遇上困難，本文找出其中一些例子並加以論述，同時亦提出一些在學校行之有效的有用技巧。調查發現大部份學校需要一年的策劃週期汲取經驗，再加上教師接受適當的訓練及指導後，方能滿有信心地切實推行學校計劃。
[Copyright of New Horizons: The Journal of Education, Hong Kong Teachers' Associationl is the property of Hong Kong Teachers' Association

This study aims to provide recommendations on school-based planning for the use of information technology (IT) to improve the quality of school education. Focus group discussions and case studies were conducted to collect the views of school practitioners on the need for IT in education and related areas of school-based planning. The results of this study indicated that schools in Hong Kong recognise the importance of Twenty-first Century Knowledge, the role of IT and the need for school-based IT in education plans. The schools put considerable effort into curriculum re-interpretation to accommodate the use of IT to improve learning and teaching, and have shown determination in their leadership to provide and manage IT infrastructure in response to the trend towards the integration of IT into school education. Four sets of school-based strategies are recommended to promote the role of IT in enhancing school education, namely the use of IT to foster the capability of enquiry learning, the promotion of self-regulated learning involving the use of digital resources, the use of digital student learning records to encourage assessment for learning, and the creation of a digital campus for effective learning and teaching.
[Copyright of Technology, Pedagogy and Education is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/14759390903255627]