An examination of the predictive relationships of self-evaluation capacity and staff competency on strategic planning in Hong Kong aided secondary schools

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Abstract

This article aims to examine the predictive relationships of self-evaluation capacity and staff competency on the effect of strategic planning in aided secondary schools in Hong Kong. A quantitative questionnaire survey was compiled to collect data from principals of the participating schools. Confirmatory factor analysis and reliability tests were applied to confirm the constructed validity and reliability of the survey instrument. Multiple regression analysis was applied to explore the relationships among variables. The capacity of self-evaluation mechanisms and staff competency are identified as predictive factors for effective strategic planning. An effective quality assurance (QA) mechanism could support the sustainable development of school organization. School administrators could embed self-evaluation mechanisms into strategic planning and provide staff development to improve the QA systems in their schools. Copyright © 2011 Springer Science+Business Media B.V.
Original languageEnglish
Pages (from-to)211-223
JournalEducational Research for Policy and Practice
Volume10
Issue number3
DOIs
Publication statusPublished - Oct 2011

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strategic planning
Hong Kong
secondary school
staff
quality assurance
examination
evaluation
school
school organization
factor analysis
regression analysis
sustainable development
questionnaire
science

Citation

Cheng, E. C. K. (2011). An examination of the predictive relationships of self-evaluation capacity and staff competency on strategic planning in Hong Kong aided secondary schools. Educational Research for Policy and Practice, 10(3), 211-223.

Keywords

  • Strategic planning
  • School self-evaluation
  • Strategic management
  • Alt. title: Linking self-evaluation and strategic planning with staff development