A multi-level and multi-criteria perspective of school effectiveness: A case study

Yin Cheong CHENG, Wing Ming Francis CHEUNG, Wai Ming Frank TAM

Research output: Contribution to conferencePaper

Abstract

Responding to the need for a comprehensive framework for monitoring and improving school effectiveness in local and international contexts, this paper presents the findings of a case study of one effective and one ineffective school. Data were derived from a survey of schools, document analysis, and field observations. The case schools are outliers of a large-scale research project that examined educational quality in 252 Hong Kong primary schools. This paper focuses on the following aspects: (1) general school characteristics; (2) student performance; (3) curriculum delivery; (4) classroom climate; (5) teacher satisfaction and attitudes; (6) staff relationship; (7) principal leadership; (8) parental influence; and (9) organizational characteristics. The profiles of each school differed in terms of student, teacher, and organizational performance. Although the two schools shared demographic and background characteristics and received the same level of government funding, they differed in most of the effectiveness criteria and process indicators at the individual, group, and school levels. Three tables are included.
Original languageEnglish
Publication statusPublished - Apr 1996

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school
climate in the classroom
large-scale research
document analysis
student teacher
performance
primary school
Hong Kong
research project
funding
leadership
monitoring
staff
curriculum
teacher
Group
student

Citation

Cheng, Y. C., Cheung, W. M., & Tam, W. M. (1996, April). A multi-level and multi-criteria perspective of school effectiveness: A case study. Paper presented at the Annual Meeting of American Educational Research Association: Research for Education in a Democratic Society, New York, NY.