The assumption that increased autonomy and responsibility at the school site-level will result in enhanced performance of schools is often problematic. Cheung and Cheng (1996) suggested that in order to ensure school effectiveness, self-management practices at the individual teacher, group, and school levels are necessary. This article reports the ®ndings of a case study of multilevel self-management in 3 Hong Kong primary schools. It revealed that the practices of multilevel self-management were associated with enhanced school performance at multilevels. Further, teachers' self-management practices determined largely the success of the school's self-management and demonstrated significant influence on the practices of work groups and the school. Copyright © 2002 Taylor & Francis Group, an informa business.
|Journal||School Effectiveness and School Improvement|
|Publication status||Published - Sept 2002|
CitationCheung, F. W. M., & Cheng, Y. C. (2002). An outlier study of multilevel self-management and school performance. School Effectiveness and School Improvement, 13(3), 253-290.
- Primary Education
- Educational Policy and Management