School-based Management (SBM) is regarded as the centrepiece of the current educational reforms which aims to enhance quality of education since 1980s (Caldwell & Spinks, 1992; Cheng, 1996b; Gamage, 1996; Wong, 1995). To enhance quality culture, flexibility, transparency and accountability, the policy-makers introduce a new school management reform policy, entitled “The School Management Initiative (SMI)”, to Hong Kong schools in 1991. Mr. Tung Chee-hwa, the Chief Executive of the Hong Kong Special Administrative Region (HKSAR), even announced in his policy address (Tung, 1998) that all schools should practise SBM by 2000. With reference to the latest SMI report, there are altogether 43% secondary schools and 23.3% primary schools practising SBM in 1997-98 academic year. The implication shows that many schools need to join the new initiative within two years time. Why is there a huge gap in between the policy and the front line? In order to have a closer look at how people interact and how these effects affect the promotion of school improvement in the change process, a small scale research with a stratified sample of nine aided primary schools was conducted in May, 1998. The result of the findings demonstrated some important implications that effective leadership, collegiality, healthy interpersonal relations are essential to accelerate the effectiveness of the school management scheme which can enhance the quality of school education of Hong Kong as a whole. Copyright © 2000 The Hong Kong Institute of Education.
|Title of host publication||Proceedings of International Conference on Teacher Education 1999: Teaching effectiveness and teacher development in the new century|
|Place of Publication||Hong Kong|
|Publisher||Hong Kong Institute of Education|
|Publication status||Published - 2000|