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ERIC Number: ED420719
Record Type: Non-Journal
Publication Date: 1998-Apr
Pages: 21
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
School Climate and the Effectiveness of Teacher Appraisal in Hong Kong Self-Managing Schools.
Mo, Kim Wan
In Hong Kong there has been a move toward greater self-management in schools. The government has supported the School Management Initiatives scheme and has stated that the management system calls for teacher appraisal as one of its internal quality assurance mechanisms. This study examined the relationship between dimensions of school climate and the effectiveness of appraisal as perceived by teachers. Data were collected through a questionnaire completed by 337 teachers who had recently experienced teacher appraisal. Their responses were analyzed by principal components analysis. The internal reliability of the outcomes of appraisal and the subscales of the instrument used to assess organizational climate was assessed, and correlation and multiple regression analyses were used to establish the relationships between the outcomes of appraisal and dimensions of school climate. Results support the importance of an open school climate in which principals are supportive and not directive, and teachers are engaged and not frustrated in determining the effectiveness of appraisal. The study also found that principals' behaviors were the most important predictors for the effectiveness of appraisal in that they set an atmosphere that fosters teachers' professional growth. (Contains 6 tables and 43 references.) (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hong Kong