ABSTRACT
Starting in September 1997, the Hong Kong Education Commission has adopted School Self-Evaluation as part of the framework of Quality Assurance Mechanism for promoting quality education culture in schools. Under a project initiated by the Chinese University of Hong Kong, some primary and secondary schools started to implement school self-evaluation in their school. The main purpose of this study was to investigate the effectiveness of this self-evaluation framework based on principals’ and teachers’ perception of these participating schools. The relationships among school self-evaluation, school cultural changes, teacher co-operative learning culture and principal leadership are also explored. Furthermore, this study examines whether other factors, such as school type, teacher gender, teacher ranking position, teachers’ year-of-teaching-career and Chinese cultural values, will affect the implementation of self-evaluation in schools. A mixed approach of methodology was adopted for this research work. The findings indicated that school self-evaluation can initiate teacher co-operative learning culture, which in turn effects cultural changes in these schools. Also, the above named components play specific roles in the school self-evaluation implementation – school cultural change process: teacher co-operative learning culture acts as mediator, school self-evaluation as moderator and principal leadership as change facilitator.
| Identifer | oai:union.ndltd.org:TORONTO/oai:tspace.library.utoronto.ca:1807/35880 |
| Date | 08 August 2013 |
| Creators | Leung, Lok-fung |
| Contributors | Earl, Lorna |
| Source Sets | University of Toronto |
| Language | en_ca |
| Detected Language | English |
| Type | Thesis |
Page generated in 0.0024 seconds