School self-evaluation : a whole school approach
Within a Hong Kong context, this qualitative study examines primary school teachers?perceptions of school self-evaluation, in terms of its purposes and potential benefits, and the constraints encountered during its implementation. Individual semi-structured interviews were conducted with the manager, four middle managers and three class teachers of the school near the end of the school year. The research findings show that teachers generally accepted, though without construing the meaning of, the purposes of school self-evaluation as to develop the school and hold it accountable to the public. School self-evaluation was perceived to be of greatest benefit to the school, less to the teachers and almost of no significance to the students and their parents. The effectiveness of the policy in generating change in the school was considered to be affected by the teachers?being unclear about the nature and the purposes of school self-evaluation, their lack of professional experience and skills, together with the technical perspective of school self-evaluation. It is suggested that a collaborative school culture, in which teachers are collegial, and the leadership style was open and participatory to encourage whole staff participation in decision-making, is a pre-requisite for meaningful school self-evaluation. Institutionalization of self-evaluation into the daily practices of teachers to transform the school into a
learning organization is recommended as the most effective way for school development to take place. Limitations of the study and suggestions for further study are discussed.
School:The University of Hong Kong
School Location:China - Hong Kong SAR
Source Type:Master's Thesis
Keywords:elementary schools china hong kong evaluation school based management middle managers attitudes principals teachers
Date of Publication:01/01/2004